Teaching Strategies for Developing Emotional Intelligence in Nursing Students: An Integrative Review

Abstract

Abstract Background: Patient safety is dependent on the critical thinking and decision making skills of nurses. A component of clinical decision-making is awareness of one’s emotions. Emotional intelligence(EI) consists of non-cognitive abilities that work with an individual’s IQ, enhancing performance. These abilities include interpersonal skills, self-awareness, and empathy. A nurse with well-developed EI can manage their own emotions while also empathizing with others, enhancing the quality of care. Since the incidence of negative patient outcomes is more prevalent among new nursing graduates, it is important that nursing curricula integrate strategies to develop EI. The purpose of this study is to explore teaching strategies used in nursing education to develop EI or components of EI for students enrolled in nursing programs in the United States. Method: Guided by the methodology described by Whittemore and Knafl (2005), an integrative review was completed. The three databases searched included CINAHL, Proquest Central, and PubMED. Inclusion criteria were studies focused on the development of EI or components of EI; published within the last 10 years; conducted in the U.S.; focused on nursing education; in English; and qualitative, quantitative, or descriptive in design. Exclusion criteria were studies conducted outside of the U.S.; not written in English; and dissertations. Results: This review found six (n=6) studies fit the inclusion criteria. The studies assessed findings from faculty (n=1), BSN students (n=4), and APRN students (n=1). Teaching strategies included an educational escape room (n=1), psychosocial role playing skits (n=1), didactic training in self-care (n=1), sensitivity training clown workshop (n=1), and other various teaching methods that embedded EI or soft skills (n=2). Outcomes assessed included EI or its components such as self-awareness, communication, critical thinking and empathy. Conclusions: The review revealed lack of empirical studies regarding effective teaching methods for EI in nursing school. The studies lacked rigorous design methods and clarity on specific teaching strategies. A prominent lack of U.S. studies compared to other countries was noted. There is a need for a systematic approach for nursing schools in the U.S. to support development of EI in curricula to enhance critical thinking and clinical decision making for new nurses to optimize patient safety.