Facilitation of emotional intelligence for the purpose of decision-making and problem-solving among nursing students in an authentic learning environment: A qualitative study

Abstract

PurposeThis article aimed to explore ways in which emotional intelligence for the purpose of rational decision-making and effective problem-solving can be facilitated in an authentic learning environment. MethodA qualitative and contextual research design underpinned by a social constructivism paradigm was used to explore and describe the perspectives of (n = 20) qualified nurse educators. Audiotape recorded in-depth, semi-structured, individual interviews were transcribed verbatim and analysed independently by an independent coder and the researcher using the Miles, Huberman and Saldana matrix for engendering a qualitative data analysis method. Trustworthiness was ensured and ethical considerations adhered to. FindingsThree (3) themes were identified. Nurse educators to (1) engage nursing students in interprofessional teams, students to possess (2) emotional readiness and positive intrapersonal skills, and to use (3) reflection as a powerful strategy. A set of reflective questions were presented that demonstrated the components of emotional intelligence, which can be used by educators to develop it for the purpose of rational decision-making and effective problem-solving among teams of students. ConclusionEmotional intelligence for the purpose of rational decision-making and effective problem-solving should be facilitated among students to improve quality of patient care that is altruistic, comprehensive and individualised, while decreasing the stress associated with the nursing profession and improving students’ emotional welfare. It is, therefore, recommended that this skill should be integrated as part of interprofessional curricula and be formally and continuously taught, extensively practiced and assessed so as to produce emotionally competent twenty first century graduates.