预注册护理课程中的情商教育：一项综合综述。
Emotional intelligence education in pre-registration nursing programmes: an integrative review.
作者信息
Foster Kim, McCloughen Andrea, Delgado Cynthia, Kefalas Claudia, Harkness Emily
机构信息
Faculty of Health, Disciplines of Nursing & Midwifery, PO Locked Bag 1, University of Canberra, ACT 2601, Australia.
Sydney Nursing School, University of Sydney, 88 Mallett Street, Camperdown, NSW 2006, Australia.
出版信息
Nurse Educ Today. 2015 Mar;35(3):510-7. doi: 10.1016/j.nedt.2014.11.009. Epub 2014 Nov 26.
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.
目的
调查预注册护理课程中关于情商（EI）教育的知识状况。
设计
综合文献综述。
数据来源
检索了CINAHL、Medline、Scopus、ERIC和Web of Knowledge电子数据库，以查找1992年至2014年间发表的英文摘要。
综述方法
对17篇文章进行数据提取和持续比较分析。
结果
确定了三个类别：情商的构成要素；情商课程组成部分；以及情商教育策略。
结论
发现了广泛的情商构成要素，其中基于特质的构成要素占主导地位。确定了多种提高学生情商技能的策略，但文献中报道的课程组成部分和框架有限。建议采用基于能力的课程以及学习和教学方法模型。
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