Napolitano Francesca, Calzolari Michela, Pagnucci Nicola, Zanini Milko, Catania Gianluca, Aleo Giuseppe, Gomes Lisa, Sasso Loredana, Bagnasco Annamaria
Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
Nurse Educ Pract. 2023 Oct;72:103797. doi: 10.1016/j.nepr.2023.103797. Epub 2023 Sep 30.
This protocol proposes a systematic review to identify and disclose learning strategies and evaluation tools to improve Emotion Intelligence (EI) in undergraduate nursing students.
EI improves the ability to manage emotions and their consequences. Management of emotions is fundamental in nursing both at inter- and intra-professional levels, and with the patients and their family carers.
Systematic review protocol of effectiveness based on the Joanna Briggs Institute (JBI) guidelines.
All articles based on educational programmes and/or activities to develop EI in nursing curricula will be included in the review. It will analyse the principle EI attributes and outcomes such as burnout, intention to leave and problem-solving skills. Based on the review question, seven databases will be searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Also, grey literature (Google Scholar and Open Gray) will be searched. Since no similar systematic reviews are present in the literature, no time limits will be set. To establish the quality of studies JBI tools will be used. When appropriate, we will meta-analyse prevalence and incidence estimates or we will meta-synthesize themes and findings.
This systematic review is expected to provide an overview of educational and training methods, pedagogical strategies and evaluation tools to address EI in nursing and provide high-quality care to patients and their families. Results of the review will support nursing educators and leaders in implementing teaching and learning strategies to improve the Emotional Intelligence of undergraduate nursing students.
Mastering emotions is fundamental for nurses. Implementing education courses based on EI according to the best training methods and pedagogical strategies could become key for nursing curricula. Moreover, after the review, it will be possible to identify the best training methods and pedagogical strategies for implementing continuing professional development (CPD) courses in EI in the courses of following graduation.
本方案提议进行一项系统评价，以识别并披露提高本科护理学生情商（EI）的学习策略和评估工具。
情商可提高管理情绪及其后果的能力。情绪管理在护理工作的专业间和专业内层面以及与患者及其家庭护理人员的互动中都至关重要。
基于乔安娜·布里格斯研究所（JBI）指南的有效性系统评价方案。
所有基于护理课程中培养情商的教育项目和/或活动的文章都将纳入本评价。它将分析情商的主要属性和结果，如职业倦怠、离职意愿和解决问题的能力。根据评价问题，将检索七个数据库：医学期刊数据库（MEDLINE）、考克兰图书馆、Scopus数据库、护理学与健康领域数据库（CINAHL）、荷兰医学文摘数据库（EMBASE）、心理学文摘数据库（PsycINFO）和教育资源信息中心数据库（ERIC）。此外，还将检索灰色文献（谷歌学术和Open Gray）。由于文献中没有类似的系统评价，因此不设时间限制。将使用JBI工具来确定研究质量。适当时，我们将对患病率和发病率估计值进行荟萃分析，或者对主题和研究结果进行荟萃综合。
本系统评价预计将概述用于解决护理工作中的情商问题并为患者及其家属提供高质量护理的教育和培训方法、教学策略及评估工具。评价结果将支持护理教育工作者和领导者实施教学策略，以提高本科护理学生的情商。
掌握情绪对护士至关重要。根据最佳培训方法和教学策略实施基于情商的教育课程可能成为护理课程的关键。此外，在评价之后，有可能确定毕业后在情商方面实施持续专业发展（CPD）课程的最佳培训方法和教学策略。
