Background: Being emotionally intelligent implies the ability to cope with, understand and feel one's own emotions and those of others, and to be able to respond and act accordingly from intrapersonal, interpersonal, stress management, situational adaptability and general mood perspectives. The European study "Serious Games - Developing Emotional Competence for Nursing Students" (SG4NS) aimed to develop an educational intervention concerning emotional competence (EC) in students of the Bachelor of Science (BSc) in Nursing. Methods: Quasi-experimental pre-post-intervention mixed-methods study. Quantitative data was collected prior to the intervention and one month after it, with Veiga Emotional Competence Scale questionnaire. Qualitative data collection was carried out on the basis of the Normalization Process Theory (NPT) and Context-Mechanism-Outcomes (CMO) methodologies. Semi-structured interviews and focus-groups were conducted with 12 nursing students involved in the SG4NS study in Italy. Data were collected between July 2023 and the end of October 2023. Data collection also involved field observations during the intervention. Descriptive statistical analyses were carried out with Jamovi software, and thematic analyses were carried out according to Braun and Clarke's methodology. Results: The sample was in majority female (75%, n=9) and had an average age of 26 (SD: 8) years. Statistically significant mean differences were obtained for EC in self-awareness (DM [Mean Difference]: 1.29; p <.001), emotion management (DM: 1.20; p <.001), self-motivation (DM: 2.39; p <.001) and total score (DM: 1.03; p <.001). Qualitative data emerged from the four constructs of the NPT: Coherence 'Working well in a group and being closer to the patient'; Cognitive Participation 'The usefulness of emotional competence for oneself, for patients and for relationships with others'; Collective Action 'The group as a catalyst for the training intervention'; and Reflexive Monitoring 'The emotional competence implemented in everyday reality'. From the CMO's analysis, it emerged that in a favourable classroom and internship context, through a united group that was small in number, the pedagogical activities of role-playing, PBL and simulation, reflection and implementation of EC, created the basic mechanisms through which EC were automatically implemented by the students. The outcomes obtained by the students, in addition to the implementation of the EC, were: the focus and attention on the patient and the care relationship, the importance of relationship time as care time, and the development of emotional relationships between team members. Conclusions: Developing EC is essential to improve the quality of care that nurses can provide. Knowing how to manage one's own emotions allows not only personal growth but also better care of the person and his or her family, with particular attention to the care relationship.
Background: Essere emotivamente intelligenti implica la capacità di saper affrontare, comprendere e sentire le proprie emozioni e quelle degli altri, ed essere in grado di saper rispondere ed agire di conseguenza dal punto di vista intrapersonale, interpersonale, di gestione dello stress, adattabilità alla situazione e umore generale. Lo studio europeo "Serious Games – Developing Emotional Competence for Nursing Students" (SG4NS) si è posto l’obiettivo di sviluppare ed erogare un intervento formativo inerente alle competenze emotive (CE) negli studenti del Corso di Laurea (CdL) in Infermieristica. Methods: Studio quasi-sperimentale pre-post-intervento a metodi misti. Raccolta dati quantitativa attraverso questionario Veiga Emotional Competence Scale, prima dell’intervento formativo e dopo un mese dall’intervento stesso. La raccolta dati qualitativa si è svolta sulla base della Normalization Process Theory (NPT) e alle nozioni di Context-Mechanism-Outcomes (CMO). Interviste semi-strutturate e focus-group sono stati effettuati con 12 studenti del CdL in infermieristica coinvolti nello studio SG4NS in Italia. I dati sono stati raccolti tra luglio 2023 e fine ottobre 2023. La raccolta dei dati ha comportato anche osservazioni sul campo durante l’intervento formativo. Analisi di statistica descrittiva sono state effettuate sui dati quantitativi e analisi tematiche, secondo metodologia di Braun e Clarke, sui dati qualitativi. Results: Il campione era composto in maggioranza da femmine (75%, n=9) e aveva un’età media di 26 (DS: 8) anni. Sono state ottenute differenze medie statisticamente significative per quanto riguarda la competenza emotiva di self-awareness (DM [Differenza Media]: 1.29; p <.001), gestione delle emozioni (DM: 1.20; p <.001), self-motivation (DM: 2.39; p <.001) e punteggio totale (DM: 1.03; p <.001). Sono emersi dai dati qualitativi in corrispondenza dei quattro costrutti della NPT: Coherence “Lavorare bene in gruppo e saper stare più vicino al paziente”; Cognitive Participation “L’utilità delle competenze emotive per sé stessi, per i pazienti e per le relazioni con gli altri”; Collective Action “Il gruppo come catalizzatore dell’intervento formativo”; e Reflexive Monitoring “Le competenze emotive implementate nella realtà di tutti i giorni”. Dall’analisi del CMO, è risultato che in un contesto favorevole in aula e tirocinio, attraverso un gruppo unito e ristretto come numero, le attività pedagogiche di gioco di ruolo, PBL e simulazione, la riflessione e la messa in atto delle CE, hanno creato i meccanismi di base attraverso i quali le CE sono state implementate in automatico dagli studenti. Gli outcome ottenuti dagli studenti, oltre all’implementazione delle CE, sono stati: il focus e l’attenzione al paziente e alla relazione di cura, l’importanza del tempo di relazione come tempo di cura, e lo sviluppo di relazioni emotive tra i membri del team. Conclusions: Dai risultati ottenuti, risulta evidente che una formazione inerente alle CE sia essenziale per migliorare la qualità assistenziale che gli infermieri possono erogare. Saper gestire le proprie emozioni, permette non solo una crescita personale ma anche una migliore presa in carico della persona e della sua famiglia, con una particolare attenzione alla relazione di cura.
La Normalization Process Theory: Sperimentazione di un programma educativo sulle competenze emotive
NAPOLITANO, FRANCESCA
2024-05-15
Abstract
Background: Being emotionally intelligent implies the ability to cope with, understand and feel one's own emotions and those of others, and to be able to respond and act accordingly from intrapersonal, interpersonal, stress management, situational adaptability and general mood perspectives. The European study "Serious Games - Developing Emotional Competence for Nursing Students" (SG4NS) aimed to develop an educational intervention concerning emotional competence (EC) in students of the Bachelor of Science (BSc) in Nursing. Methods: Quasi-experimental pre-post-intervention mixed-methods study. Quantitative data was collected prior to the intervention and one month after it, with Veiga Emotional Competence Scale questionnaire. Qualitative data collection was carried out on the basis of the Normalization Process Theory (NPT) and Context-Mechanism-Outcomes (CMO) methodologies. Semi-structured interviews and focus-groups were conducted with 12 nursing students involved in the SG4NS study in Italy. Data were collected between July 2023 and the end of October 2023. Data collection also involved field observations during the intervention. Descriptive statistical analyses were carried out with Jamovi software, and thematic analyses were carried out according to Braun and Clarke's methodology. Results: The sample was in majority female (75%, n=9) and had an average age of 26 (SD: 8) years. Statistically significant mean differences were obtained for EC in self-awareness (DM [Mean Difference]: 1.29; p <.001), emotion management (DM: 1.20; p <.001), self-motivation (DM: 2.39; p <.001) and total score (DM: 1.03; p <.001). Qualitative data emerged from the four constructs of the NPT: Coherence 'Working well in a group and being closer to the patient'; Cognitive Participation 'The usefulness of emotional competence for oneself, for patients and for relationships with others'; Collective Action 'The group as a catalyst for the training intervention'; and Reflexive Monitoring 'The emotional competence implemented in everyday reality'. From the CMO's analysis, it emerged that in a favourable classroom and internship context, through a united group that was small in number, the pedagogical activities of role-playing, PBL and simulation, reflection and implementation of EC, created the basic mechanisms through which EC were automatically implemented by the students. The outcomes obtained by the students, in addition to the implementation of the EC, were: the focus and attention on the patient and the care relationship, the importance of relationship time as care time, and the development of emotional relationships between team members. Conclusions: Developing EC is essential to improve the quality of care that nurses can provide. Knowing how to manage one's own emotions allows not only personal growth but also better care of the person and his or her family, with particular attention to the care relationship.File | Dimensione | Formato | |
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