Effective Interpersonal Relationships Research Articles

Peculiarities of using hardiness training in psychological rehabilitation of combat participants

The article is devoted to the analysis of the peculiarities of the use of resilience and vitality training for psychological adaptation to new living conditions. Resilience is characterized as a person's ability to act effectively, despite stressful life situations. Resilience training is defined as a set of exercises aimed at forming effective interpersonal relationships based on support and trust, taking into account a person's previous traumatic experience. Identifying the possibilities of using strengthening training in the psychological rehabilitation of combatants. The objectives of the article are to define the concept of hardiness, the ways of its development in adulthood, the degree of pronouncedness of hardiness in demobilized combatants, analysis of the adaptation of hardiness to the conditions of Ukraine, the formation of a perspective identity in the context of this training, and the influence of training on the psychological adaptation of combatants. The following methods were used in this study: PCL-5 (F.W. Weathers), Rogers-Diamond questionnaire adapted by O. Osnitsky, viability questionnaire (S. Maddy). Endurance training is a set of exercises aimed at forming adaptive coping strategies, effective interpersonal relationships based on support and trust. The training basis of Hardinez is continuity, presented as the unity and wholeness of a person in the process of time, which reflects the temporary character of the individual. The described criterion of identity is ensured by the process of transformation of any changes that occur with a person and in a person into a continuous, continuous whole. Traditionally, resilience has been viewed as a general positive adaptation to stressors. However, the trait of resilience – returning to a previous state after crisis or extreme situations – can also have serious, often overlooked, drawbacks. In particular, it may be unrealistic to return to a previous state, or resilience may lead to a person being stuck in an unwanted, uncomfortable state. Since the concept of resilience is closely related to the impact of a stressor, it is necessary to clearly explain what a stressor is and how it affects a person. When resilience is conceptualized as a general positive adaptation, the stressor is usually defined as an event that is statistically associated with impairment, such as trauma. Resilience and hardiness training as a group form of psychological rehabilitation can be successfully used to improve adaptation skills to new life conditions, which are the Russian-Ukrainian war.

Dialogue in the Social Media Age

Abstract The anti-dialogical nature of social media has exacerbated social divides while widening the gap between policy decisions and their lived implications. Effective interpersonal relationships – both a conduit and requisite of democracy – are arguably grounded in dialogue. As envisaged by Martin Buber, dialogue necessitates holding space for other subjectivities, constituting a humanistic approach to building trust and community. To build a healthy democracy, we thus need to reconceptualise the practical connections between dialogue, collaborative participation and public engagement. To this end, this article puts forth a two-pronged approach to the contribution of dialogue: by fostering presence while unsilencing marginalised voices. Specifically, we will explore the potential applications of Buberian dialogue within the practice of Structured Democratic Dialogue (SDD). As a methodology that both requires and facilitates trust-building absent in social media mechanisms, SDD promises a path towards greater inclusiveness and commitment core to the workings of deliberative democracy.

Work performance and interpersonal relationships of nursing professionals. Review of the topic

Interaction between individuals is fundamental for social development and the achievement of common goals, especially in the workplace. In the context of nursing, it is crucial for professionals to develop interpersonal skills and knowledge that improve their performance, as this directly impacts the quality of the health service. In high-pressure situations, such as emergencies, the ability to work as a team and maintain effective interpersonal relationships becomes even more relevant, as stress can affect both staff performance and patient care. Therefore, it is essential to assess these dynamics to ensure a healthy and efficient work environment. A literature review was developed with the aim of updating knowledge about job performance and interpersonal relationships of nursing professionals. Several studies conducted in different hospitals in Lima and other Latin American countries have explored the relationship between interpersonal relationships and job performance of nursing staff. In general, it was found that nurses with better interpersonal relationships tend to have higher job performance, while those with poor relationships usually experience average or low performance. Furthermore, it is noted that a work environment characterized by poor interpersonal relationships can generate stress, depression and negatively affect the professional quality of life of the staff. The perception of workers indicates that improving these relationships could increase their productivity and well-being at work

Exploring Emotional Intelligence and Sociodemographics in Higher Education; the Imperative for Skills and Curriculum Development.

There is increasing interest in understanding the nature and impact of emotional intelligence (EI) in educational institutions and the workplace since EI is associated with academic performance, career success, job satisfaction, and management skills. Here we measured EI levels in students and employees at Qatar University and examined associations with sociodemographic variables. This cross-sectional study used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire to quantify EI. Of 517 respondents, 315 were students and 202 were employees. The mean global EI level across all participants was 4.80 ± 0.78, with EI highest in the well-being domain (5.43 ± 1.04). Overall, older respondents had higher EI than younger respondents. There was no significant effect of gender, marital status, or employment position on EI. However, there were significant two- and three-way interactions. As a standalone variable, age was the most important factor influencing EI development in our cohort. However, three-way interactions revealed complex effects between age, gender, and marital status and EI. Our findings support a need for workshops on EI for employees and integrating dedicated courses into existing curricula to equip students with effective interpersonal relationship skills that foster EI development. Developing such interpersonal skills could help to promote personal, professional, and academic success.

Nurses' Challenges to Developing Interpersonal Relationships During Integrated Care for Complex Patients.

Individuals with multimorbidity and complexity have multifaceted care needs requiring integrated and collaborative care from nurses, families, and health care teams. Nurses, as the frontline care professionals, should develop therapeutic relationships with patients and their families and professional relationships with health care team members to ensure the delivery of effective integrated care. Failure to develop effective interpersonal and professional relationships can negatively affect patient care. The purpose of this study was to explore nurses' challenges with developing interpersonal and professional relationships during integrated care for individuals with multimorbidity and complexity. A descriptive qualitative design was used. We interviewed a purposive sample of 19 nurses with experience of caring for individuals with multimorbidity and complexity across two hospitals in Pakistan. Semi-structured interviews were used for data collection, and data were analyzed using reflexive thematic analysis. Two challenges were identified affecting the relationships between patients' families and nurses, and two challenges influencing the professional relationships within the team. Families withheld information, controlled care access of their relatives, posed unrealistic demands, and abused nurses, affecting nurse-family relationships. Power struggles to demonstrate authority in decision-making were common within health care teams, affecting nurses' professional capacity to provide effective care. Health care team, patient, and family collaboration is instrumental in improved care for individuals with multimorbidity and complexity. Nurse leaders and health care organizations should take initiatives to address nurses' interpersonal confrontations to support them in the provision of quality care.

The need and opportunities for developing emotional intelligence in education

Emotional intelligence directly influences teacher performance as one of the indicators of successful teaching evaluation. In a comprehensive meta-analysis, Martins, Ramalho, and Morin (2010) showed that emotional intelligence is clearly, strongly, and unequivocally related to mental and physical health. They examined emotional intelligence in relation to school performance. It was shown that emotional intelligence has organisational, clinical, health, educational and social implications. Another question of great interest and importance is whether emotional intelligence can be developed. Recent evidence from Di Fabio and Kenny (2011) suggests that specific training may have significant benefits. We need to know more about what type of training is needed and why (Di Fabio & Kenny, 2011).
 In this publication we seek answers to the following questions:
 - Can emotional intelligence be developed in education?
 - If it can be developed, how?
 - Is there a link between emotional intelligence and empathy?
 - What are the links between emotional intelligence and coping strategies?
 It is assumed that emotional intelligence can be learned. From birth, children are able to decode the feelings of others, express their own emotional state, delay or even control their emotions, i.e. they learn to "manage their emotions" (Kádár, A., 2012). Therefore, it is important that teacher education institutions and teacher training should place more emphasis on the development of emotional intelligence. This development is necessary for two reasons. Firstly, as our research has shown, the number of teachers who become emotionally weak, putting their own and their students' mental health at risk, increases in proportion to the length of time in the profession. On the other hand, their relational skills suggest that the majority of these teachers are capable of effective interpersonal relationships, as they are well-intentioned, willing to care about others, and even their strong desire to conform is underpinned by a desire to maintain good social relationships (Baracsi, 2011).

"As if we are branded with the mark of Cain": stigma, guilt, and shame experienced by COVID-19 survivors in Israel - a qualitative study.

Stigma is associated with harmful health outcomes, and it fuels social and health inequalities. It can undermine social cohesion and encourage social exclusion of groups, which may contribute to secrecy about disease symptoms, avoidance of disease testing and vaccination, and further spread of a contagious illness. Stigmatization is a social process set to exclude those who are perceived to be a potential source of disease and may pose a threat to effective interpersonal and social relationships. In this qualitative study, we delved into the stigmatization experiences of twenty COVID-19 recovered patients during the COVID-19 first wave, using in-depth semi-structured interviews conducted during November 2020. Using thematic analysis, we found that the process of stigmatization was all-encompassing, from the stage of diagnosis throughout the duration of the disease and the recovery phases. On the basis of the data, we hypothesized that stigma is a significant public health concern, and effective and comprehensive interventions are needed to counteract the damaging and insidious effects during infectious disease pandemics such as COVID-19, and reduce infectious disease-related stigma. Interventions should address provision of emotional support frameworks for the victims of stigmatization and discrimination that accompany the COVID-19 pandemic and future pandemics. This study was conducted in the early days of the COVID-19 pandemic, when uncertainty about the disease was high and fear of contamination fueled high levels of stigmatization against those who became ill with Covid-19.

Application of Interpersonal Communication To Improve Employee Motivation at PT. Rifansi Dwi Putra

Communication is important in the activities of every human group because through communication a mutual understanding between certain parties and other parties is created, while also increasing harmony and coordinating various different activities or tasks.PT. Rifansi Dwi Putra in Duri District, Riau was established in 1997, where it has growth from local companies in Riau to become one of the national companies that achieved impressive service records in the oil and gas industry, especially around the operations of PT. Chevron Pacific Indonesia.The research method used is a qualitative research method that emphasizes in-depth interviews with respondents who have experience in their respective fields of work. Among them are five members of the company, consisting of Admin Ops Transport, Foreman, Swamper, and two Drivers.Effective interpersonal communication should be able to create effective interpersonal relationships that can motivate a conducive employee performance at PT. Rifansi Dwi Putra, Duri District, Riau, so that they have to improve and continue to develop goodcommunicationsystems to be more effective.

Ключові управлінські навички сучасності: управління особистісним стресом та конфліктами у команді

Abstract. Introduction. The article examines the relationship between personal stress and possible consequences for the team and the organization. The consequences of stress at the organizational level are expressed in absenteeism, employee dissatisfaction with their work, and staff turnover. Purpose. The state of tension that arises in a person under the influence of stressors causes a clash of sides, thoughts and forces. Conflicts arise in all teams and organizations. The very process of solving any conflicts causes changes in personal, organizational or social life, which are always met with resistance by the individual. Results. The proposed classification of types of stress depending on the source of stress. The main strategies for eliminating stressors are substantiated. For example, key strategies for dealing with confrontational stressors are cooperation and developing emotional intelligence. Thanks to the development of emotional intelligence, the amount of stress and conflicts decreases, the level of cooperation increases, and more effective interpersonal relationships are established. The article analyzes the causes and dynamics of the development of conflict situations arising on the basis of the stressful state of the individual. Managing personal stress is one of the most important leadership skills. It is necessary to understand the essence of conflicts, to know the types of conflicts, to be able to diagnose the type of conflict, to choose the optimal conflict management strategy, to be able to transform a relationship conflict into a conflict related to a task or process. It is determined that the process of resolving any conflicts causes changes, be it in personal, organizational or social life. It was found that the main obstacle on the way of organizational development is non-acceptance of changes and resistance to changes on the part of people, since the very exit from the usual comfort zone already causes resistance. Conclusions. The leader must be ready for resistance to change from the employees, because the reasons for resistance are: threat to personal interests, uncertainty, disagreement in views and goals. The article proposes the main ways to overcome such resistance, namely: training and counseling, participation and involvement, assistance and support, negotiations and agreements.

Interprofessional Collaborative Relationship-Building Model in Action in Primary Care: A Secondary Analysis.

IntroductionTeam-based care has been integrated into primary care (PC) across Canada because it improves patient safety, effectiveness, efficiency, person-centredness, and equity. However, this integration in and of itself may not lead to improved patient care without effective interpersonal relationships amongst team members. Currently, teams have few tools to guide the development of collaborative relationships. The Interprofessional Collaborative Relationship-building Model (ICRB) was developed to be a tool for understanding the stages of development of the interprofessional team's relationship-building.PurposeThis qualitative secondary data analysis illuminates a PC team's experiences of their developing interprofessional relationships with occupational therapists and physical therapists who joined the PC team.MethodEleven team member interviews of one primary care team from a family medicine teaching clinic affiliated with a training university and the health region in central Canada were analyzed using secondary data analysis. The team included family physicians (n = 4), nurses (n = 2), a social worker (n = 1), a mental health counselor (n = 1), occupational therapists (n = 2), and a physical therapist (n = 1). We used the ICRB for directed content analysis using the phased approach that includes the three main steps of data preparation, data organization and data presentation.ResultsThis team experienced the ICRB stages of Looking For Help, Fitting-In, and Growing Reciprocity thereby learning about one another to better understand what OT and PT may bring to the PC setting. However, contrary to the ICRB, co-location, was the context within which the collaborative relationship-building took place rather than a distinct developmental stage. Although team members did experience some level of Growing Reciprocity, this developing team had not yet established collaborative leadership processes. As the ICRB originally posited, communication and patient focus facilitated all stages of the relationship-building process and helped the team develop shared values and role clarity that establish how different team members contribute to improving quality care.ConclusionsThe context of co-location with a patient focus and open communication facilitated the team's development with the occupational therapists and physical therapist. Collaborative leadership is a worthy goal for future research and clinical focus as it has implications for improving overall patient quality care and team member work satisfaction.

Emotional Intelligence and Leadership Styles in Education

Emotional Intelligence (EI) was initially proposed as an organized theory by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was pop‑ ularized in the general media by Goleman (1995). EI refers to a set of abilities for using emotional information in adaptive ways. This psychological construct is important and relevant to leadership since emotional factors play a role in personal well‑being, interpersonal relationships, motivation, workplace adjustment and learning processes. EI can be applied to educational leadership since the school leader must continually work with individuals and groups (i. e. school personnel such as teachers, teaching aids, school psychol‑ ogists, counselors, other administrators as well as students and parents). Using emotions adaptively is critical for effective interpersonal relationships as well as for creating an emotional‑toned environment in the school context. Two models of EI are presented. The first model (Mayer & Salovey, 1997) is the ability‑model that considers four major emotion skill sets (perception, facilitation, understanding and managing). The second model (Goleman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion recognition & regulation) and application domains (toward self & others). There is some overlap between these models with regard to emotional perception (recognition) and regulation (managing). The Mayer’s and Salovey’s (1997) model is distinct for its abilities to use emotional concepts and the use of emotions to facilitate decision‑making and emotional planning. Goleman and colleagues’ (2002) model includes organizational and social intelligence features. Research on the relationship between EI and effective leadership will be reviewed. Generally, studies have found predictive correlations between EI and effective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker, 2009). A useful model proposed by Guillen & Florent‑Treacy (2011) divides leadership behaviors into two groups: Getting along (with others) and getting ahead (meeting organizational goals). Goleman’s (2011) six styles of EI leadership will be discussed as approaches to educational leadership with an examination of the strengths, limitations and emotional dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader‑determined standards); Visionary (creating inspirational purposes); Affiliative (leading through relationships); Participative (using democratic consensus building) and Coaching (helping individuals develop). These styles are further described in terms of the previously mentioned leadership categories of getting along or getting ahead. In addition, the styles are determined to be either dissonant or resonant with regard to the emotional tone they create in the organization. The necessity of advocating for EI in school contexts will be emphasized. The potential for various professionals (such as school psychologists and school counselors) to take on leadership functions as facilitators of emotional processes in the school settings will also be considered. Educational leaders (whether formally as administrators or functionally as school counselors and psychologists), can have a positive impact on school personnel and students as well as the larger school context through the application of EI capacities and through considering the emotional dynamics in leadership styles.

Assessing and Responding to the Trauma of Child Maltreatment.

Child maltreatment is a significant risk factor for severe psychiatric outcomes in childhood and contributes to problematic symptoms that direct parents, teachers, or other invested parties to seek psychiatric intervention. With ongoing workforce shortages, much of the pediatric psychiatric care to this population is delivered by generalists. Child maltreatment and trauma can critically alter a child's development trajectory, affecting potential success in school and other important life pursuits. In addition, child maltreatment and resultant traumatic stress can dramatically disrupt child and adolescent development of healthy emotional regulation, distress tolerance, and the ability to form effective interpersonal relationships. Such disruption can lead to presentations within children and adolescents that mimic other symptoms of psychopathology but that typically respond poorly to traditional psychopharmacology. Ineffective treatment trials can lead to increased risk of polypharmacy and inaccurate expectations for treatment benefits. Such treatment efforts may impede addressing important environmental contributors and delay indicated therapeutic strategies. This article seeks to review child maltreatment-including core features and prevalence, overlap of child maltreatment with adverse childhood experiences, developmental impacts of exposure and resultant traumatic stress, guidance for appropriate assessment, and evidence-based interventions-and provide basic deprescribing guidelines to reduce polypharmacy burden.

Enablers of the interpersonal relationship between registered nurses and students on clinical placement: A phenomenological study

Aim/objectiveThe aim of this qualitative study was to explore the lived experiences (nature and extent) of the interpersonal relationship between RNs and students during clinical placement. BackgroundIn Australia, as elsewhere, nursing students’ clinical placements are facilitated and supervised by registered nurses (RNs). There is evidence of positive teaching and learning interactions between RNs and students influencing student placement outcomes. Comparatively, little is known about the value of interpersonal relationships between RNs and students in the contribution to positive placement experiences. DesignA descriptive phenomenological approach was used to investigate the interpersonal relationship between RNs and students from the perspective of the lived experience of the RN. MethodIn depth, semi-structured interviews were conducted with ten RNs and analysed using Colaizzi’s seven-step analytical approach. ResultsStudy findings revealed that RNs are committed to building positive interpersonal relationships with students to enhance learning and achieve successful clinical learning outcomes. Positive relationships are enabled through factors encompassing three overarching themes; Getting to know the student is essential; Effective communication is a reciprocal process, and Mutuality of engagement and commitment is critical. Vital to the relationship was the capacity to know the student, communicate with them openly and effectively, and have a mutually engaging, committed relationship with them. ConclusionsThe establishment of positive interpersonal relationships is important to the RNs who facilitate and supervise the clinical learning of nursing students for meaningful learning and successful student outcomes. Key findings included that getting to know the student is essential, effective communication is a reciprocal process, and mutuality of engagement and commitment is critical to building a positive relationship. Findings can be utilised to advise professional development for RNs who work with students on clinical placement with regard to the importance of developing positive interpersonal relationships with students and the characteristics that enable that to occur. The primacy of the relationship, brought about through RNs requirement to facilitate student clinical learning needs acknowledgement. Also, the importance of the interpersonal relationship for RNs and students needs recognition by both, to help them achieve success in clinical placements through effective interpersonal and professional relationships which promote good learning opportunities.

Interpersonal skills mediate the relationship between communicative and clinical competencies among nursing students: A descriptive study

BackgroundThe development of clinical competency reduces nursing students' stress and turnover intention and improves their clinical practice satisfaction and academic performance. Still, many nursing supervisors feel that new graduate nurses have inadequate communicative and clinical competencies, and no prior study has analyzed the mediating effect of interpersonal skills in the relationship between these two variables. ObjectivesTo examine the factors that affect nursing students’ clinical competency, including the mediating effect of interpersonal skills, and to identify/determine interventions that promote it and improve students' clinical performance. DesignThis study employed a cross-sectional, descriptive correlational design. SettingFour departments of nursing in Jeollabuk-do, South Korea. ParticipantsParticipants (N = 222; mean age = 22.7 years; 75.2% women) were students enrolled in the third and fourth year of nursing. MethodsFrom February 5–28, 2018, we collected data through self-reported questionnaires; these asked about participants' demographic characteristics and measured their communicative competency, interpersonal skills, and clinical competency. The relationships among the variables were identified using Pearson's correlation coefficient. We also used the Sobel test and a three-step multiple regression analysis to verify the mediating effects of interpersonal skills. ResultsStudents who were female, in their fourth year, satisfied with their major, and satisfied with their clinical practice had higher clinical competency scores than their counterparts. Interpersonal skills completely mediated the effects of communicative competency on clinical competency (explanatory power = 53.8%). ConclusionsThe results suggest the need for a program that improves nursing students' social relationship skills and diminishes their anxiety. In particular, students in the third and fourth years need a continuous/intensified curriculum that fosters their communicative competencies, such as listening to patients' needs and establishing effective interpersonal relationships with peers/superiors. Longitudinal studies are warranted to identify differences in communicative/clinical competencies among nursing students in different academic years.

EMOTIONAL INTELLIGENCE: AN EMPIRICAL STUDY AMONG POST-GRADUATE STUDENTS

In today’s world the most important factor is to be aware of expressing and controlling our emotions, to maintain effective interpersonal relationship in workplace. So Emotional Intelligence is major factor to study in the current society. The study aim to understand the EI among post graduates students in Bengaluru. Students community are facing huge crisis on EI base factors like, self-awareness, Self-regulation, motivation, empathy and social skills. The study investigates the student’s Emotional intelligence in Bengaluru. The Descriptive research design has been adopted in this study. Our target population is post graduates students in Bengaluru. The sample size is 100; we have used non probability sampling method with purposive sampling techniques, we have used survey questionnaires method to collect the primary data. The statistical analyses are used in this study like percentage nalysis, t test, Chi square, Correlation and regression. The results indicates that the significant relationship between Emotional Intelligence and self-management among PG students

The relationship between dyadic adjustment and psychiatric symptomatology in expectant couples: An actor–partner interdependency model approach

BackgroundMany researchers who evaluated psychological distress during the transition to parenthood agree in identifying pregnancy as the most sensitive period for the onset of psychiatric symptomatology for both parents. Furthermore, research highlights a correlation between symptoms experienced by fathers in relation to those experienced by mothers. ObjectiveThe aim of this study was to investigate whether dyadic functioning influences the level of psychiatric symptomatology in couples expecting their first child. Participants were 137 couples expecting their first child; they were recruited at the San Filippo Neri and the Santo Spirito hospitals in Rome (ASLROMA1). We used an Actor–Partner Interdependence Model (APIM) to test the interdependence of both partners and the effect of dyadic relationships on psychiatric symptoms in the couple. ResultsThe overall test of distinguishability yielded a chi square value of 122.167 (23 df; p < .001). The actor–partner interdependence model showed significant paths between couple coping and psychiatric symptomatology. Specifically, we found that the quality of couple coping perceived by the mother negatively predicted maternal psychiatric symptomatology, and the quality of couple coping perceived by the father negatively predicted paternal psychiatric symptomatology. Furthermore, the quality of couple coping perceived by the father negatively predicted maternal psychiatric symptomatology. ConclusionsThe results of this study confirm that dyadic adjustment is an important element for the development of effective interpersonal relationships. These data highlight the importance of promoting psycho-educational and clinical courses and programs for the development of social support with future parents.

INNOVATIVE APPROACHES TO REDUCING CONFLICT AND AGGRESSION IN WOMEN'S BASKETBALL TEAM PLAY

Aim. The purpose of the article is to introduce innovative approaches to training female basketball players for responding and resolving conflict situations, reducing aggressiveness, building effective interpersonal relationships during training to achieve high results. Materials and methods. The study involved two groups of female basketball players. The experimental group (EG) consisted of 32 subjects aged 18–25 years old, members of the women's basketball teams of universities in Chelyabinsk. The control group (CG) consisted of 28 subjects of a similar age, who were part of the amateur university women's basketball teams. The study used the “Aggression Test” by L.G. Pochebut, the K. Thomas Conflict Mode Instrument (adaptation by N.V. Grishina), and the T. Leary Interpersonal Behavior Circle Personal Inventory. Statistical analysis of the results was carried out using the SPSS Statistics 17.0 program. Results. High level of aggressiveness, conflict and inadequacy of interpersonal relations in basketball players was revealed. The author’s innovative modular psychological and pedagogical program for the correction of destructive types of aggression, as well as conflict and ineffective interpersonal relationships was developed and implemented. Monitoring showed a decrease in the level of physical, emotional aggression, self-aggression. The choice of adequate strategies for behavior in the conflict was formed, which indicates the effectiveness of the program when working with athletes of basketball teams during training. Conclusion. An analysis of the data obtained indicates that after the modular psychological and pedagogical program the athletes learned to neutralize conflict and at the same time switch their aggression to neutral objects, express aggression verbally with less emotional coloring, resolve conflict situations and construct harmoniously interpersonal relationships.

Primiparous women's narratives of confidence in the perinatal period

BackgroundPregnancy and childbirth are described as transitional phases or existential thresholds that childbearing women have to cross.AimTo gather insights into the personal experiences of women in pregnancy, labour and the days immediately after birth.MethodsWe conducted a qualitative study in the postpartum ward at Westmead Hospital. We invited 16 primiparous women who had given birth to a single baby to participate in our study. After the participants signed the consent form, we conducted individual, in-depth interviews. We analysed the data using thematic analysis.FindingsConfidence was an overarching theme that contributed to the women's experiences of pregnancy, labour and the immediate days after birth. The experiences encompassed two main categories: positive experiences that aided in building confidence, and negative experiences that adversely affected women's confidence. The themes relating to positive experiences, including effective interpersonal relationships, knowledge promotion and positive self-concept, made the women feel more confident. The themes relating to negative experiences, including lack of control and feeling unprepared, made the women feel less confident in their mothering capabilities.ConclusionConfidence was the overarching theme in this study and knowledge was shown to be the fundamental feature of confidence.

Work weaknesses and potentials: perception of mobile emergency service nurses.

to know nurses' perceptions about their work process in a Mobile Emergency Care Service. qualitative study conducted with 12 nurses whose speeches were submitted to Content Analysis. there are weaknesses related to overload of activities, numerous functions, indirect supervision, risk situations, difficulties in relationship with hospitals, lack of vehicles and professionals, inappropriate places to provide care and lack of knowledge of the population about urgent and emergency care. Potentials were associated with effective interpersonal relationships, continuing training, security when arriving at the place of care, care protocol and taste for what you do. the identified weaknesses need to be noted by managers and nurses. Thus, they would seek to establish actions to diminish them and maximize potentials, which could improve patient care as well as reduce occupational risks and, in turn, promote workers' well-being.

Exploring the views of medical staff in transforming a hospital into a health promoting hospital in Iran: a qualitative research

ABSTRACTObjectives: One of the current concerns of hospitals is how to become a health promoting hospital (HPH). This qualitative research aimed at exploring the views of members of the medical staff in two Iran hospitals about the defined standards to transform the hospitals into a health promoting one.Methods: The research reported in this paper was a content analysis qualitative study. The license numbered (IR.UMSHA.REC.1395.388) was obtained from the ethics committee of Hamadan Medical Science University. Sampling was carried out through the snowballing method. Also, 55 interviews were conducted with the members of the medical staff. To collect data, the semi-structured interview guide was used based on the standards of HPHs. The framework analysis method was used to analyze the data qualitatively.Results: From three central questions on the basis of the main study question, nine themes were earned. Policies governing the hospitals were in the direction of converting them to health promoting organizations including the creation of a health promoting work environment, empowering personnel and health promoting corporate culture. Also, suggestions to create a HPH included improving management, paying attention to patients and their satisfaction, as well as increasing effective interpersonal relationships in the hospital.Conclusion: The findings showed that it can be a key strategy in this field to use staff’s solutions for the existing problems and their opinions on the challenges against establishing the standards for HPHs. People usually accept more comfortable and easy changes in decision-making and implementing processes of which they are involved.