Jiménez-Rodríguez Diana, Molero Jurado María Del Mar, Pérez-Fuentes María Del Carmen, Arrogante Oscar, Oropesa-Ruiz Nieves Fátima, Gázquez-Linares José Jesús
Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain.
Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain.
Healthcare (Basel). 2022 May 7;10(5):866. doi: 10.3390/healthcare10050866.
There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.
关于护理专业学生的情商和心理韧性的研究越来越多。然而，在干预项目中这些变量的发展几乎没有证据。本研究旨在分析一项非技术技能培训项目对情商和心理韧性的影响。来自西班牙一所公立大学护理教育专业二年级的60名学生完成了这一心理教育课程。该实验前设计为纵向研究，包括干预前和干预后的评估。该课程包括12节课堂教育、三次小组研讨会和一系列个人活动。情商维度的结果显示，参与该项目后，清晰度（t = 3.10，p = 0.003）和修复能力（t = 3.59，p < 0.001）显著提高。此外，参与者完成项目后的心理韧性指数更高，与课程前的平均值有统计学上的显著差异（t = 2.83，p = 0.006）。这个非技术技能培训项目是提高护理专业学生情商和心理韧性的有效方法。因此，建议将其作为培训本科护理学生的一种心理教育策略，因为它提高了他们的个人和专业能力，从而带来更高质量的护理。
