Shahbazi Sara, Heidari Mohammad, Sureshjani Ehsan Heidari, Rezaei Parvin
Department of Nursing, Borujen Nursing School, Shahrekord University of Medical Sciences, Shahrekord, Iran.
Department of Medical and Surgical, School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran.
J Educ Health Promot. 2018 Dec 28;7:156. doi: 10.4103/jehp.jehp_50_18. eCollection 2018.
Nursing students are generally trained to acquire the knowledge, skills, and approaches required for solving problems and contradictions in life and at work. In fact, problem-solving skills are the core of effective nursing activities. Therefore, the aim of this study is to evaluate the effectiveness of problem-solving training on the promotion of emotional intelligence in nursing students.
This interventional case-control study used a pretest-posttest design. All senior nursing students ( = 43) attending the seventh semester of their undergraduate studies at Hazrat Fatemeh School of Nursing and Midwifery of Shiraz University of Medical Sciences were recruited in the present study. The participants were randomly allocated to either the intervention group ( = 20) or the control group ( = 23). The collected data were analyzed with SPSS software version 16.
While the mean standardized scores of Emotional Quotient Inventory of the two groups were not significantly different before the intervention, the scores were significantly higher in the intervention group both immediately and 2 months after the intervention. Comparison of the standardized emotional intelligence scores revealed the intervention group to have significantly higher mean scores immediately and 2 months after the intervention compared to baseline scores (105.87 ± 9.82 and 109.44 ± 9.56 vs. 101.22 ± 10.93; < 0.001). Such significant differences were absent in the control group.
Using the results of this research in nursing education, it is possible to improve the level of nurses' knowledge and personal skills and to increase the level of services and increase the satisfaction of the clients.
护理专业学生通常接受培训，以获取解决生活和工作中的问题与矛盾所需的知识、技能和方法。事实上，解决问题的能力是有效护理活动的核心。因此，本研究的目的是评估解决问题培训对提升护理专业学生情商的有效性。
本干预性病例对照研究采用前后测设计。本研究招募了设拉子医科大学哈兹拉特·法蒂玛护理与助产学院本科第七学期的所有高年级护理专业学生（n = 43）。参与者被随机分配到干预组（n = 20）或对照组（n = 23）。收集的数据使用SPSS 16版软件进行分析。
虽然两组在干预前的情商量表平均标准化分数无显著差异，但干预组在干预后即刻及干预后2个月时的分数显著更高。标准化情商分数的比较显示，干预组在干预后即刻及干预后2个月时的平均分数显著高于基线分数（105.87 ± 9.82和109.44 ± 9.56 对比 101.22 ± 10.93；P < 0.001）。对照组不存在这种显著差异。
将本研究结果应用于护理教育中，有可能提高护士的知识水平和个人技能，提升服务水平并提高客户满意度。
