Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
Dipartimento Materno Infantile, Ospedale Policlinico San Martino - IRCCS, Largo R. Benzi 10, 16132 Genoa, Italy.
Nurse Educ Today. 2024 Nov;142:106337. doi: 10.1016/j.nedt.2024.106337. Epub 2024 Aug 9.
To reveal the effectiveness of didactic architectures and pedagogical strategies to be implemented in nursing curricula to develop and improve Emotional Competencies (EC) in undergraduate nursing students.
Systematic review of effectiveness conducted according to Joanna Briggs Institute (JBI) guidelines. We followed the PRISMA statement to guarantee the transparency of the review and the GRADE to report the strength of evidence.
Seven databases were searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Grey literature was also searched through the OpenGrey database.
Studies focusing on educational programmes and/or activities to develop EC in nursing curricula, published in English or Italian were included. Quality assessment of the studies was evaluated using JBI critical evaluation tools and the Mixed Methods Appraisal Tool (MAAT). Following JBI guidelines, a narrative synthesis was performed.
A total of 19 studies from 8 countries were included. The population varied from first to fourth-year students in relation to the duration of the undergraduate nursing program across the various countries. Most of the students were females. The age of the participants ranged between18 and 56 years. The most common pedagogical strategies were simulation, role playing, and face-to-face lessons. In some cases, studies combined two or three pedagogical strategies in the same intervention. The most effective strategy was simulation, which improved EC, compassion, self-awareness, self-efficacy, empathy, critical thinking, clinical practice skills, and teamwork skills. Furthermore, the combination of lessons, simulation, and literature exploration effectively developed communication skills, and improved students' satisfaction.
Investing in simulation, role-playing activities, and lessons regarding the importance of EI, empathy and compassion, and the role of an emotionally competent nurse leads to improved nursing care and wellbeing.
揭示在护理课程中实施教学体系结构和教学策略以培养和提高本科护生情感能力（EC）的有效性。
根据乔安娜·布里格斯研究所（JBI）指南进行的系统评价。我们遵循 PRISMA 声明以确保审查的透明度，并使用 GRADE 报告证据的强度。
共检索了 7 个数据库：MEDLINE、Cochrane 图书馆、SCOPUS、CINAHL、EMBASE、PsycINFO 和 ERIC。还通过 OpenGrey 数据库搜索了灰色文献。
纳入了关注护理课程中 EC 培养的教育计划和/或活动的研究，研究语言为英语或意大利语。使用 JBI 关键评估工具和混合方法评估工具（MAAT）评估研究质量。根据 JBI 指南，进行了叙述性综合。
共纳入来自 8 个国家的 19 项研究。各国的护理本科课程持续时间不同，研究对象从一年级到四年级的学生都有。大多数学生为女性。参与者年龄在 18 至 56 岁之间。最常见的教学策略是模拟、角色扮演和面对面教学。在某些情况下，研究将两种或三种教学策略结合在同一干预措施中。最有效的策略是模拟，它提高了 EC、同情心、自我意识、自我效能感、同理心、批判性思维、临床实践技能和团队合作技能。此外，课程、模拟和文献探索的结合有效地培养了沟通技巧，并提高了学生的满意度。
投资于模拟、角色扮演活动以及关于 EI、同理心和同情心的重要性以及情感能力护士的角色的课程，可提高护理质量和幸福感。
