Abstract

Many investigators have documented that lack of emotional intelligence (EI) in professional nursing correlates with patient dissatisfaction, negative patient outcomes, and litigation. However, much less information is available to nurse educators for an effective instructional strategy to increase EI skills, specifically emotion understanding and management (the most influential branches of EI) in nursing students. Grounded in the theory of EI and the theory of simulation, the purpose of this quantitative quasi experimental study was to introduce educational technology as a useful strategy for influencing EI in a convenience sample of 88 second semester students in a baccalaureate program. Research questions for the study examined the treatment (human patient simulators, stressful situational scenarios, and role playing) for changing EI skill levels. Repeated measures, within factors analysis of variance was used to test for a relationship between the variables at three time periods during a semester. Key results for emotion understanding were significant with small effect, F(1.973, 171.686) = 7.526, p = .001, partial ω2 = .047. Key findings for emotion management were significant with medium effect, F(1.827, 158.965) = 9.981, p < .0005, ω2 = .063. However, conclusions were mixed for influence, as the instructional strategy resulted in negative EI learning (consistent decreased gain) for most participants. By weeding out irrelevancies, this study contributes to current nursing research and informs nursing educators of the need to continue the search for an effective strategy for teaching emotion understanding and management skills in nursing curricula.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27539624; ProQuest document ID: 2307477887. The author still retains copyright.

Author Details

Neena W. Jones, PhD, MSN Ed, RN

Sigma Membership

Kappa Theta

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Case Study/Series

Research Approach

Quantitative Research

Keywords:

Educational Technology, Nursing Education, Emotional Intelligence, Emotion Management

Advisor

Wellesley Foshay

Second Advisor

Patricia McGee

Third Advisor

Jennifer Lapin

Degree

PhD

Degree Grantor

Walden University

Degree Year

2019

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2021-08-26

Full Text of Presentation

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