提升护理教育中用于压力管理的情商和心理健康——一项定性研究
Enhancing emotional intelligence and mental well-being for stress management in nursing education - a qualitative study.
作者信息
Haver Annie, Caputi Peter, Akerjordet Kristin
机构信息
NHS-Department of Leadership and Service Innovation, Faculty of Social Sciences, University of Stavanger, Stavanger, Norway.
School of Psychology, Faculty of the Arts, Social Sciences & Humanities, University of Wollongong, Wollongong, NSW, Australia.
出版信息
BMC Nurs. 2025 Jul 1;24(1):718. doi: 10.1186/s12912-025-03338-9.
BACKGROUND
Nursing students experience high levels of stress due to the combined demands of academic coursework and clinical training. Emotional intelligence (EI) has been shown to support stress management and enhance mental well-being in this context. Despite their potential benefits, there is limited qualitative research on EI-focused interventions in nursing education. The purpose of this study is to explore the impact of a 10-session self-development program on enhancing emotional intelligence and stress management among second-year nursing students in Norway.
DESIGN
An exploratory qualitative design.
METHODS
Data were collected from 21 Norwegian university nursing students aged 21-35 using semi-structured interviews. The transcribed interviews were thematically analyzed.
RESULTS
Three main themes were produced: (1) Fostering a sense of connectedness amongst peers, including categories such as recognition, emotional safety, trust, common values, and meaningfulness, (2) Strengthened self-awareness, including categories such as awareness of one's own and others' emotions, honesty, genuineness, upholding a professional image and protecting oneself through emotion regulation, (3) Development of emotional resilience, including categories such as adaptability, support from peers, and changing mindset.
CONCLUSIONS
This study provides support for the value of self-development programs in a nursing education context. The self-development program created an environment where nursing students felt safe and secure, valued trust, and could communicate openly with each other, which in turn may foster better psychological well-being. Moreover, the findings highlight the value of EI training for nursing students in allowing them to develop awareness of their emotions and those of others, as well as regulate their own emotions to cope better with challenges at university and foster skills that will enable them to deal professionally with future workplace challenges. This supports the value of a stronger emphasis on structured EI and self-development training in nursing curricula, with the potential to inform educational strategies and policy aimed at promoting psychological readiness and long-term professional sustainability.
背景
由于学术课程作业和临床培训的综合要求，护理专业学生承受着高水平的压力。在这种情况下，情商（EI）已被证明有助于压力管理并增进心理健康。尽管有潜在益处，但针对护理教育中以情商为重点的干预措施的定性研究有限。本研究的目的是探讨一个为期10节的自我发展项目对提高挪威二年级护理专业学生的情商和压力管理能力的影响。
设计
探索性定性设计。
方法
采用半结构化访谈从21名年龄在21 - 35岁的挪威大学护理专业学生中收集数据。对转录后的访谈进行主题分析。
结果
产生了三个主要主题：（1）在同龄人中培养联系感，包括认可、情感安全、信任、共同价值观和意义等类别；（2）增强自我意识，包括对自己和他人情绪的认知、诚实、真诚、维护专业形象以及通过情绪调节保护自己等类别；（3）发展情绪恢复力，包括适应性、同伴支持和改变思维方式等类别。
结论
本研究为护理教育背景下自我发展项目的价值提供了支持。自我发展项目营造了一个护理专业学生感到安全可靠、重视信任且能相互坦诚交流的环境，这反过来可能促进更好的心理健康。此外，研究结果凸显了情商培训对护理专业学生的价值，使他们能够培养对自己和他人情绪的认知，并调节自己的情绪，以更好地应对大学中的挑战，培养有助于他们专业应对未来工作场所挑战的技能。这支持了在护理课程中更加强调结构化情商和自我发展培训的价值，有可能为旨在促进心理准备和长期职业可持续性的教育策略和政策提供参考。
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