Emotional intelligence education in pre-registration nursing programmes: An integrative review

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Abstract

Objective: To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Design: Integrative literature review. Data sources: CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Review methods: Data extraction and constant comparative analysis of 17 articles. Results: Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. Conclusions: A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.

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Foster, K., McCloughen, A., Delgado, C., Kefalas, C., & Harkness, E. (2015, March 1). Emotional intelligence education in pre-registration nursing programmes: An integrative review. Nurse Education Today. Churchill Livingstone. https://doi.org/10.1016/j.nedt.2014.11.009

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