Edo-Gual Montserrat, Monforte-Royo Cristina, Aradilla-Herrero Amor, Tomás-Sábado Joaquín
Escola Universitària d'Infermeria Gimbernat, Universitat Autònoma de Barcelona, Sant Cugat del Vallès, Barcelona, Spain.
Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Barcelona, Spain.
J Clin Nurs. 2015 Sep;24(17-18):2429-38. doi: 10.1111/jocn.12813. Epub 2015 May 6.
To analyse the relationship between death attitudes, emotional intelligence, resilience and self-esteem in a sample of nursing undergraduates.
The death attitudes held by nursing students may influence the care they offer to end-of-life patients and their families. Emotional intelligence, resilience and self-esteem are important social and emotional competencies for coping positively with death and dying.
Cross-sectional and correlational study.
Participants were 760 nursing undergraduates from four nursing schools in Spain. Data were collected in 2013-2014. The students responded anonymously to a self-report questionnaire that gathered socio-demographic data and which assessed the following aspects: fear of death (Collett-Lester Fear of Death Scale), death anxiety (Death Anxiety Inventory-Revised), perceived emotional intelligence (Trait Meta-Mood Scale, with its three dimensions: attention, clarity and repair), resilience (Brief Resilient Coping Scale) and self-esteem (Rosenberg Self-Esteem Scale). In addition to descriptive statistics, analyses of variance, mean differences, correlations and regression analyses were computed.
Linear regression analysis indicated that attention to feelings, resilience and self-esteem are the significant predictors of death anxiety.
The results show that death anxiety and fear of death are modulated by social and emotional competencies associated with positive coping.
The training offered to future nurses should include not only scientific knowledge and technical skills but also strategies for developing social and emotional competencies. In this way, they will be better equipped to cope positively and constructively with the suffering and death they encounter at work, thus helping them to offer compassionate patient-centred care and minimising the distress they experience in the process.
分析护理专业本科生样本中死亡态度、情商、心理韧性和自尊之间的关系。
护理专业学生持有的死亡态度可能会影响他们为临终患者及其家属提供的护理。情商、心理韧性和自尊是积极应对死亡和濒死的重要社会和情感能力。
横断面相关性研究。
参与者为来自西班牙四所护理学院的760名护理专业本科生。数据于2013年至2014年收集。学生们匿名回答一份自我报告问卷，该问卷收集社会人口统计学数据并评估以下方面：对死亡的恐惧（科利特 - 莱斯特死亡恐惧量表）、死亡焦虑（修订版死亡焦虑量表）、感知情商（特质元情绪量表，包括三个维度：注意力、清晰度和修复能力）、心理韧性（简易心理韧性应对量表）和自尊（罗森伯格自尊量表）。除描述性统计外，还进行了方差分析、均值差异分析、相关性分析和回归分析。
线性回归分析表明，对情感的关注、心理韧性和自尊是死亡焦虑的显著预测因素。
结果表明，死亡焦虑和对死亡的恐惧受到与积极应对相关的社会和情感能力的调节。
为未来护士提供的培训不仅应包括科学知识和技术技能，还应包括培养社会和情感能力的策略。通过这种方式，他们将更有能力积极且建设性地应对工作中遇到的痛苦和死亡，从而帮助他们提供以患者为中心的 compassionate 护理，并最大限度地减少他们在此过程中所经历的痛苦。
