Identification and management of emotional situations experienced by student nurses during clinical placements
Abstract
Introduction: Nursing is a profession in which very complex and challenging emotional situations are experienced. Therefore, knowing how to manage emotions properly is particularly important to avoid chronic stress.
Objective: Identifying Emotional situations experienced by nursing students during their clinical experience and their relationship with the skills of the nursing profession, as well as emotional management.
Method: Study with a mixed qualitative and quantitative design. The qualitative part is based on the study of emotional situations experienced by students in clinical practices, gathered through an open question on situations that have generated intense emotion. In turn, the quantitative part is focused on the PEI of the students, measured by the Trait Meta-Mood Scale (TMMS-24) questionnaire.
Results: The first section identifies two main categories: skills and lack of skills. Among these, the most identified category is that of "skills", the most representative subcategory being that of "empathy", followed by "self-knowledge". In both, the emotional situation identified primarily is death.
In the second section, the results are examined, and an association is inferred between the Comprehension dimension of PEI and the skills of the nursing profession.
Conclusion: Death is very present in students' emotions in clinical practices, with empathy being the skill with the most significant presence. Emotional comprehension may help to stimulate empathy and promote self-knowledge.
Downloads
References
Starc J. Stress factors among nurses at the primary and secondary level of public sector health care: The case of Slovenia. Open Access Maced J Med Sci. 2018;6(2):416–22.
Marques C, Saraiva R. Daños a la salud de los trabajadores de enfermería debido a la pandemia Covid-19: una revisión integradora. Enfermería Glob. 2022;21(2):517–66.
Aghajani Inche Kikanloo A, Jalali K, Asadi Z, Shokrpour N, Amiri M, Bazrafkan L. Emotional Intelligence Skills: Is Nurses’ Stress and Professional Competence Related to their Emotional Intelligence Training? A quasi experimental study. J Adv Med Educ Prof . 2019;7(3):138–43.
Edo-Gual M, Monforte-Royo C, Aradilla-Herrero A, Tomás-Sábado J. Death attitudes and positive coping in Spanish nursing undergraduates: a cross-sectional and correlational study. J Clin Nurs. 1 de Setembro de 2015 [citado 3 de Maio de 2019];24(17–18):2429–38. doi.wiley.com/10.1111/jocn.12813
Soldevila A, Ribes R, Filella G, Agulló MJ. Objetivos y contenidos de un programa de educación emocional para personas mayores . Emociona’t. Rev Iberoam Educ. 2005;37(5):1–12.
Raut A, Gupta S. Reflection and peer feedback for augmenting emotional intelligence among undergraduate students: A quasi-experimental study from a rural medical college in central India. Educ Heal Chang Learn Pract. 2019;32(1):3–10.
Johnson RB, Onwuegbuzie AJ. Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educ Res. 2004;33(7):14–26.
Salovey P, Mayer JD, Goldman SL, Turvey C, Palfai TP. Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. Em: Pennebaker JW, editor. Emotion, disclosure, & health. Washington: American Psychological Association.; 1995. p. 125–54.
Fernández-Berrocal P, Extrema N, Ramos N. Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychol Rep. 2004;94:751–5.
Mayer J, Salovey P. Emotional development and emotional intelligence: Educational implications.Basic Books. New York; 1997. 3–34 p.
Nightingale S, Spiby H, Sheen K, Slade P. The impact of emotional intelligence in health care professionals on caring behaviour towards patients in clinical and long-term care settings: Findings from an integrative review. Int J Nurs Stud. 2018;80:106–117.
Foster K, Fethney J, McKenzie H, Fisher M, Harkness E, Kozlowski D. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. Nurse Educ Today. 2017 ;55:65–70.
Jiménez Marcos MA. the Perception and Management of Emotions in Nursing Students Under Clinical Training. Horiz Enferm. 2022;33(1):19–32.
Aradilla-Herrero A, Tomás-Sábado J, Gómez-Benito J. Death attitudes and emotional intelligence in nursing students. Omega. 2012;66(1):39–55.
Salovey P, Mayer J. Emotional Intelligence. Imagination, Cogn Personal. 1990;9(3):185–211.
Klim G, Boyd KC, Roberts L, Johnston Taylor E. Social Empathy and Associated Nurses : An Observation Study. Práctica holística de enfermería. 2023;37(1):6–14.
Hajibabaee F, Farahani M, Ameri Z, Salehi T, Hosseini A. The relationship between empathy and emotional intelligence among Iranian nursing students. Int J Med Educ. 2018;9:239–43.
McCloughen A, Levy D, Johnson A, Nguyen H, McKenzie H. Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study. J Clin Nurs. 2020;29(13–14):2508–20.
Franco I, Bautista JBV, Freire ML, Evangelista CB, Santos, Lopes, MEL. Death And Grief in Palliative Care: Health Professionals’ Experience. Rev Online Pesqui Cuid é Fundam. 2020;12:703–9.
Freitas T, Banazeski A, Eisele A, Souza E, Bitencourt J, SS S. The look of Nursing on Death and Dying Process of critically ill patients: An Integrative Review. Enferm Glob. 2016;15(1):348–60.
Marilaf-Caro M, San-Martín M, Delgado-Bolton R, Vivanco L. Empathy, loneliness, burnout, and life satisfaction in Chilean nurses of palliative care and homecare services. Enferm Clin. 2017;27(6):379–86. doi.org/10.1016/j.enfcli.2017.04.007
Beltrán J, Álvarez J. Psicología de la Educación. Boixareus, Universitaria, editores. Barcelona (España); 1995. 213 p.
Burns RB. The self-concept and its relevance to academic achievement’In Child. Teacher R in P fo r the, editor. London; 1977. 380–404 p.
Garalgordobil M, Durá A. Relaciones del autoconcepto y la autoestima con la sociabilidad, estabilidad emocional y responsabilidad en adolescentes de 14 a 17 años. Análisis y Modif Conduct. 2006;32(141):37–64.
Gúzman-Martínez JM. Motivación intrínseca y autoconcepto en estudiantes de Comunicación de la Universidad de Lima. Universidad de San Martín de Porres.Lima.Perú; 2019.
Zupiria X, Uranga J, Alberdi J, Barandiaran M, Huitzi X, Sanz X. Fuentes de estrés en la práctica clínica de los estudiantes de enfermería. Evolución a lo largo de la diplomatura. Enfermería Clínica. 2006;16(5):231–7.
Hooper C, Craig J, Janvrin D, Wetsel M, Reimels E. Compassion Satisfaction, Burnout, and Compassion Fatigue Among Emergency Nurses Compared With Nurses in Other Selected Inpatient Specialties. J Emerg Nurs. 2010;36(5):420–7. doi.org/10.1016/j.jen.2009.11.027
Sasahara T, Miyashita M, Kawa M, Kazuma K. Difficulties encountered by nurses in the care of terminally ill cancer patients in general hospitals in Japan. Palliat Med. 2003;17:520–6.
The works published in this magazine are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) preserves the copyright of the published works, and encourages and allows the reuse of the works under the license for use stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2011 (© Publications Service, University of Murcia, 2011)
2. The works are published in the electronic edition of the journal under Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España(texto legal) “ a Attribution-NonCommercial-NoDerivatives 3.0 Spain license (legal text)”. They can be copied, used, broadcasted, transmitted and publicly displayed, provided that: i) the authorship and original source of their publication (journal, publisher and URL) are cited; (ii) are not used for commercial purposes; iii) the existence and specifications of this license is mentioned.
3. Conditions of self-archiving. Authors are allowed and encouraged to electronically disseminate the pre-print (pre-reviewed ) and / or post-print (reviewed and accepted for publication) versions of their works prior to publication, as it ensures a wider circulation and dissemination which may lead to a possible increase in its mention and a higher scope among the academic community. RoMEO color: green.
