Abstract
This study was undertaken in order to develop a model of facilitation of emotional intelligence to promote wholeness in neophyte critical care nurses in South Africa. A theory generative, explorative, descriptive, contextual research design was used. The model was developed utilising the four steps of theory generation as proposed by Dickoff, James, and Wiedenbach (1968), Chinn and Kramer (2011) and Walker and Avant (2011). Step one dealt with the empirical phase in which the concepts were distilled. The facilitation of inherent affective and mental resourcefulness and resilience was the main concept of the model. Step two comprised the definition and classification of central and related concepts. Step three provides a description of the model. The model operates in three phases namely the dependent phase, partially dependent phase and the independent phase. Step four entailed the description of guidelines for operationalizing the model. During the three phases of the model a new nurse who starts to work in critical care moves from a latent ability to develop an inherent affective and mental resourcefulness and resilience to a state of developing an inherent affective and mental resourcefulness and resilience. This model provides a structured framework for the facilitation of emotional intelligence (EI) to promote wholeness in nurses who commence to work in critical care units.
Highlights
The critical care unit is known to be a high-stress environment and nurses working in these units are faced daily with difficult situations and critically ill patients
The discussion above provides a description of the steps that were utilised in the development of the model of emotional intelligence (EI) for the facilitation of wholeness in critical care nurses
The EI of the registered nurses that work in critical care units in South Africa was investigated and described
Summary
The critical care unit is known to be a high-stress environment and nurses working in these units are faced daily with difficult situations and critically ill patients. The stressors experienced by nurses in critical care units could lead to a nurse displaying signs of stress, stress-related illnesses, emotional labour burnout, depersonalisation, feelings of failure, demotivation, conflict with other staff members and even leading to a decrease in providing quality patient care (Poncet et al, 2007). These signs indicate that the body, mind and spiritual dimensions of the nurse are not equal or whole. Individuals with a higher level of emotional intelligence (EI) have decreased levels of stress and higher levels of perceived control, satisfaction and commitment (Petrides & Furnham 2006)
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