Emotional Intelligence Training Research Articles

Guidelines of integrated management solutions: volunteers’ emotional intelligence, intercultural training and work productivity

The relevance of the research presented in the article is based on the results of studies of the last few decades, which show the increasing involvement of volunteers in various social and cultural areas of activities, but it should be emphasized that the involvement of volunteers could be even higher. However, there are considerable challenges in the area of volunteer work management, especially when analyzing the issues of emotional intelligence education, development of intercultural competence to increase work productivity.The aim of this paper is to establish the guidelines of integrated management solutions for the increase of work productivity via the development of emotional intelligence and intercultural training of volunteers.The aim was achieved not only based on the analysis of scientific literature, but also on the results of previous researches carried out by the authors of the article, i.e. a qualitative study interviewing individuals working with volunteers coming to Lithuania from foreign countries (N = 7) and a quantitative study in which the volunteers were surveyed (N = 174).The paper, as a result, presents guidelines for the development of emotional intelligence and intercultural competence based on the concept of the expanding efforts by organizations that send, receive and coordinate volunteers. Four intersecting pairs of criteria for emotional intelligence and intercultural competence have been identified, the integration of which could serve to increase work productivity of volunteers in foreign countries.The value of the article is based on the proposed new idea of integrating emotional intelligence and intercultural competence in order to increase work productivity of volunteers; additionally, it presents their development guidelines for organization management specialists. This study is focused on the integration of emotional intelligence and intercultural competence and identification of interrelated components. For this reason, it would be beneficial in the future to elaborate on the mechanism of how volunteers are prepared for foreign missions with the help of activities by the coordinating, sending and receiving organizations.

Emotional intelligence as a mechanism to build resilience and non-technical skills in undergraduate nurses undertaking clinical placement.

The environments in which nursing work is undertaken can be highly stressful and complex with resultant harmful outcomes for the health of both nurses and patients reported. Undergraduate nursing students are particularly challenged when on clinical placement through having only partially developed work capabilities, with wide claims that these nurses remain underprepared for work even upon graduation. Over time undergraduate nursing education has arguably not prioritized developing resilience and other non-technical skills required to respond effectively to these challenges. This paper reports findings from a qualitative study of student nurses who received training and coaching in emotional intelligence, a well-established correlate of resilience, just prior to undertaking a mental health or medical/surgical clinical placement. Of that cohort, 12 agreed to qualitative semi-structured interviews that sought to better understand how these students used the knowledge and capabilities from the training within clinical placement contexts. Four themes emerged from the thematic analysis of the interviews: (1) greater experiences of resilience; (2) responding positively to mental health consumers; (3) experiences of greater empathy and compassion; and (4) experiences of improved non-technical work skills. Implications from these findings suggest that student and patient experiences of nursing placement, and mental health nursing placements in particular, would be enhanced by pre-placement emotional intelligence training and coaching. Such training will support nursing graduates to be work-ready upon entering the workforce.

Measurement of the Emotional Intelligence Competencies for Effective Leaders among Saudi Nursing Students at King Abdul Al Aziz University

The concept of emotional intelligence (EI) is central to future nurses who will practice in the clinical settings. Aim: to measure emotional intelligence competencies to be effective leaders among Saudi nursing students at King Abdul Al-Aziz University. Research design: Cross sectional quantitative descriptive design. Sampling: Convenient sample of approximately 81 students invited to participate voluntarily. Data collection tool: Emotional intelligence questionnaire is a validated tool that was used to measure emotional intelligence competencies to be effective leaders among Saudi nursing students at King Abdul Al-Aziz University. Results: showed that students need attention in descending order, managing emotions, motivating oneself, empathy and social skill as well as self-awareness competencies of emotional intelligence in order to be effective leaders. Recommendations: nursing students needed to be empower and equipped by EI principles, skills and competencies to face complexities of clinical practice. Nursing faculty could mentor students by providing EI-related workshop to enhance students’ ability to control and emotions properly. (E.g. emotion management, interpersonal communication and self-development) through role-play enacting. Nursing educators may boost students’ self-motivation by creating EI training group and workshops, counseling session and other diverse learning activities. Mentors are valuable methods of counselling for students with special attention at developing self-awareness, interpersonal and social relationships and empathy.

The Impact of Training Program Based on Bar-On Model of Emotional-Social Intelligence on the Development of Cognitive Flexibility among Secondary School Students in Jordan

The aim of this study was to investigate the impact of the training program based on Bar-On model of emotional-social intelligence on the development of cognitive flexibility among secondary school students in Jordan. The study sample consisted of 40 male and female students who were randomly selected. The students were equally divided into experimental group and control group .The students in the experimental and control groups completed pre-test and post-test that measure their cognitive flexibility. The students in the experimental group received emotional intelligence training that was developed based on Bar-On model of emotional-social intelligence. The training program consisted of 15 sessions. The results showed significant differences between the mean scores of the two groups in the degree of cognitive flexibility in the post-test. The students in experimental group scored higher than the students in the control group. However, there were no significant differences between the mean scores of the experimental group in the degree of cognitive flexibility in the tests based on their gender.

Influence of Emotional Intelligence Trainingand Personal Demographic Factors on Emotional Intelligence Gain Scores

Emotional intelligence ability is found to be a tool to evade stress and balance one's own emotions and manage other’s emotions effectively in the workplace. The current research paper revealthe influence of Emotional intelligence intervention and software professional's personal demographic factors on Emotional intelligence gain scores between control and experimental group. 60 respondents was selected and grouped into control and experimental group. Pre-test and post-test on Emotional intelligence was done for both the groups and experimental group alone was given the Emotional intelligence training. Later, statistical tools were adopted to analyze and find the influence of various factors on dimensions of Emotional intelligence between control and experimental groups.

Raising Emotional Intelligence from the Mat How Mindful Yoga Accelerates and Deepens Training in Emotional Intelligence

Raising Emotional Intelligence from the Mat How Mindful Yoga Accelerates and Deepens Training in Emotional Intelligence

Association Between Empathy Competence and Emotional Intelligence Among Medical Undergraduates: A Cross-sectional Study

Purpose Study on the relationship between empathy competence and emotional intelligence used to provide suggestions for alleviating miscommunication that leads to misunderstandings between doctors and patients. Methods Stratified random cluster sampling was employed for questionnaires from 688 medical undergraduates in Weifang medical university (a provincial colleges and universities in Weifang City, Shandong Province, China) by means of PES and EIS. Results There were significant differences in self-regulation and emotions regulation of others between genders (P 0.05). There were significant differences in all dimensions of emotional intelligence except self-regulated emotion between grades (P < 0.05), and there were significant differences in emotional sharing, positive care and empathy competence among grades (P < 0.05). Medical undergraduates' emotional intelligence is positively correlated with empathy competence. Conclusion Medical colleges and universities should establish a systematic, professional and organic curriculum system of humanities and social sciences, and attach importance to the continuity of emotional intelligence and empathy training.

Effect of Emotional Intelligence Training on Emotional Intelligence of graduate Nursing Students

Emotional Intelligence (EI) is fundamental to the nursing profession because it facilitates the processing of emotional information for individualized and improved patient care through effective communication and therapeutic relationships

Trait emotional intelligence, coping, and occupational distress among resettlement workers.

Trait emotional intelligence has recently emerged as a negative predictor of work-related distress. However, research that considers the mechanisms underlying the relationship between trait emotional intelligence and distress is lacking, in particular among workers with emotionally intensive occupations. The purpose of this study was to analyze the mediating pathway of coping behaviors in the relations between trait emotional intelligence, and work-related distress outcomes, namely secondary traumatic stress and job burnout in a sample of refugee resettlement workers. Participants were 210 resettlement workers from six organizations in the United States who completed a questionnaire. Questions included self-reported measures of secondary traumatic stress, burnout, trait emotional intelligence, coping behaviors, and history of trauma. The majority of participants identified as White (64.9%) and female (73.6%). The average participant was 32.96 years old (SD = 10.22) and was employed in the same position for 2.64 years (SD = 4.67). Unhealthy coping (e.g., substance use and denial), emerged as a significant mediator of the relations between trait emotional intelligence and the outcomes, with 43% and 64% of the total effects for secondary traumatic stress and burnout mediated. Specifically, trait emotional intelligence negatively related to secondary traumatic stress and burnout via a reduction in unhealthy coping behaviors, rather than an increase in healthy coping ones. Training programs promoting the psychological well-being of employees often focus on the promotion of healthy coping practices. These results suggest the potential value of including trait emotional intelligence training in the development of such programs. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study

EI involves the ability to relate to and influence others, and may be important for practice nurses. A questionnaire survey was conducted among 96 nurses who had just completed their internship period. The main work pressures experienced by practice nurses were analyzed. To investigate and analyze the main work pressures on clinical practice nurses, and improve their emotional literacy through targeted emotional intelligence (EI) education to support good professional quality and active responses to work stress. In total, 102 new practice nurses were randomly divided into control and experimental groups. Both groups received routine professional skill training. Nurses in the experimental group also received guided EI training. Working pressure and EI level were tested in both groups before and after the internship period. The main work pressures on practice nurses were excessive nursing workloads and poor allocation of work time. The experimental group had higher EI scores and lower pressure scores than the control group. EI education for practice nurses may be particularly important in relieving work pressures.

Emotional Intelligence Buffers the Effects of Negative Emotions on Job Burnout in Nursing.

The study was designed to examine whether trait emotional intelligence would moderate the impact of negative emotions at work on job burnout. A total of 188 female nurses participated in this study and completed measures of trait affectivity, emotional intelligence, anger and sadness at work, and burnout. The results revealed significant and positive relationships between both types of negative emotions and burnout above and beyond demographics and the nurses’ trait affectivity. Importantly, the study demonstrated that trait emotional intelligence buffers the effects of negative emotions on burnout. Specifically, anger- and sadness-related emotions predicted greater burnout among nurses with low trait emotional intelligence but not among nurses with high trait emotional intelligence. These results suggest that emotional intelligence training could be implemented to prevent the adverse effect of negative emotions felt at work on job burnout.

The Effect of Emotional Intelligence Program on Decision Making Style

Emotional intelligence plays a very important part in creating effective decisions in day to day life within the work place. The ability to deliver safe and proper care is relies on make accurate decision. Strong emotions help head nurses to make effective decisions. Aim: The present study aimed to assess the effect of emotional intelligence program on decision making style for head nurses'. Research Design: quasi experimental design was utilized. Study Setting: the study was conducted in all units at Benha University Hospital. The study sample was: all the available head nurses (57) from the above mentioned setting. Tools of data collection: Three tools were used: (1) emotional intelligence knowledge questionnaire, (2) Standardized emotional intelligence questionnaire, and (3) Nursing Decision-Making Instrument Scale Revised, 2014 (NDMI). Results: The findings of this study showed that there was a highly statistical significant improvement in the level of emotional intelligence and decision making style among head nurses through the program. Conclusion: The study concluded that highly statistically significant correlation was found between emotional intelligence and decision making style among head nurses. Recommendation: Hospital should provide continuous emotional intelligence training program to nursing staff to enhance their performance, Integration of emotional intelligence program in to nursing curricula for enhancing nursing students' competencies.

Effectiveness of Nurses' Emotional Intelligence Training on Quality of Nursing Care for Critically Ill Patients

Emotional intelligence enables critical care nurses to be aware of self and others including patients’ emotions result in patients’ satisfaction and improved quality of care. The current study aims to determine effectiveness of nurses' emotional intelligence training on quality of nursing care for critically ill patients. Design: quasi experimental research design was used. Setting: General ICU, emergency unit, and coronary care unit at Sohag University Hospital. Sample: First group is: convenient sample of 70 nurses. Second group is: 420 patients were selected into two groups’ pre and post nurses training. Tools: Quick Emotional Intelligence Self-Assessment Questionnaire and Patients’ Perception of Quality Nursing Care Scale. Results: a highly significant relation between nurses’ emotional intelligence level pre training with post training T test 3.699 at P < 0.01; a highly significant relation in patients’ perception of quality nursing care T test 7.623 at P<0.01; and highly significant relation between nurses’ emotional intelligence level and patients’ perception of quality nursing care r = 0.767 at P<0.01. Conclusions: improvement in nurses’ emotional intelligence level resulted in the improvement in the quality of nursing care. Recommendations emotional intelligence training should be introduced for critical care nurses as a basic of in-service training programs.

Effect of Emotional Intelligence Training Intervention on Nursing Students’ Emotional Intelligence and Empathy Level

Emotional intelligence (EI) and its significance to nursing have been increasingly emphasized throughout the last few years. Emotional intelligence is composed of a deposit of interrelated skills involving a capability to appraise one’s own emotions, and those of others, utilization &regulation of own emotions, social skills, and optimism. Empathy also has been described as a necessary element of the nurse- patient relationship and its link to emotional intelligence has been reported. Accordingly, EI training skills can be incorporated into educational training intervention to promote these skills. Objective: Investigate the effect of emotional intelligence educational training intervention on levels of emotional intelligence and empathy among nursing students of Damanhour University. Setting: Fourth year nursing students, Faculty of Nursing, Damanhour University. Subjects: Twenty nine students enrolled in Psychiatric and Mental Health Nursing course, and a matched group of twenty nine students enrolled in the Community Health Nursing course. Tools: Three tools were used for data collection 1) Socio-demographic and academic data tool 2) Jefferson Scale of Empathy (JSPE) 3) Emotional Intelligence Scale. Results: The present study findings showed that empathy& emotional intelligence improved over a four weeks period after introducing training intervention for the study subjects. Conclusion: Emotional Intelligence training has can improve students’ empathy, appraisal of students own emotion and regulation and utilization of emotions. Recommendations: Emotional Intelligence courses should be held in curriculum of nursing for students and nursing staff to improve their empathic talents and emotional intelligence.

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

BackgroundEmotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated.MethodsThe intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one’s own emotions and others’ emotions, identifying and understanding the impact one’s own feelings in adopting decisions, expressing one’s own emotions and the stress experienced, and managing both one’s own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses.ResultsThe results showed a significant improvement in the EI of students in the experimental group compared with the control group.ConclusionsThis research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom.Trial registrationThe experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html.

The Mediating Role of Health Consciousness in the Relation Between Emotional Intelligence and Health Behaviors.

The goals of this study were to identify groups of health-related behaviors among young adults (N = 314, Mage = 21.94, SD = 6.53), gauge the relation between emotional intelligence and health behaviors in this population, and assess health consciousness as mediator of said relation. Latent class analysis identified two mutually exclusive health behavior groups, which according to response patterns were labeled as Healthy and Unhealthy. The Healthy group (56%) was composed of individuals who had a healthy diet (i.e., low fat and high fiber), exercised regularly, and who frequently engaged in behaviors that prevent oral and skin-related diseases. In contrast, the Unhealthy group (44%) rarely engaged in these health-promoting behaviors. Using structural equation modeling we found a negative relation between emotional intelligence and unhealthy behaviors relative to health-promoting ones. Mediation analyses indicated that the mechanism explaining said relation was through increments in health consciousness, with large standardized indirect effects ranging between -0.52 and -0.78. As health behaviors during early adulthood are salient predictors of health outcomes in old age, the results have clear implications for the inclusion of emotional intelligence training in programs seeking to raise health awareness and cultivate health promoting behaviors in young adults, in so much as to seek to reduce the risk of chronic ailments later in life.

E-social Inclusion through B-Learning in the Teaching of the Programming Logic

Objective: This research is to introduce the use of Information and Communication Technologies ICT as experience in E-social inclusion through the B-Learning in the teaching of the programming logic. Materials and Methods: The methodology corresponds to an experimental research with analytical empirical approach descriptive in nature and cross-section through the Model PACIE (Exposure, Bounce, construction, testing and evaluation) in the training programs of the University of La Guajira, Caldas University, Atlantic International University, and the SENA, carried out in 4 phases: 1. Diagnosis and contextualization. 2. Pilot test in virtual training. 3. Pilot test in classroom training. 4. Transfer and replicability. Finding: The result was the application through hands-on labs mediated by technology in the teaching of the programming logic for troubleshooting. Application: In order to achieve an effective labor insertion is necessary to incorporate in educational processes three approaches: training in emotional intelligence to help remove barriers and prejudices that have people who have been detained in prison, financial intelligence training that allows them to obtain wealth and appropriate management of resources and training technique applied focused on policy formulation, monitoring, implementation and evaluation of projects of technological development and innovation or entrepreneurship to play a craft or trade or with the option Apply to the contests of the government with high odds of winning versus the other. Keywords: Automatisms, B-Learning, E-Inclusion, Logic, TIC en Education

Does emotional intelligence upon interaction with perceived stress, moderate burnout among resident doctors? A study from West Bengal, India

Background: Burnout as a result of perceived stress is a jeopardizing condition for a medical graduate during the years of acquiring proficiency. Emotional intelligence (EI) is a coping strategy to handle vocational stress. The objectives of the study were to assess the effects of various predictors on resident doctors’ burnout and moderation effects of TEI by interaction with perceived stress.Methods: A descriptive cross-sectional study was conducted from February to April 2016 among 61 postgraduate trainees and 54 internees/ house staff respectively over various departments of Bankura Sammilani Medical College and Hospital. Data were collected through a self-administered questionnaire for background characteristics and work-related variables. Cohen perceived stress scale, Trait EI questionnaire and Shirom-Melamed burnout questionnaire were applied for measuring perceived stress, EI, and burnout, respectively. Statistical analysis was done with of SPSS version 22.0, and for moderation analysis, Andrew F. Hyne’s SPSS macro was adopted. Nonparametric bootstrapping was done.Results: In binary logistic regression, residents’ burnout was found to have significant association to heavy duty load and negative life event in recent past. In moderation analysis, a significant interaction effect with coefficient=0.031 (p=0.002) indicating that the relationship between the perceived stress (PS) and burnout was moderated by TEI.Conclusions: TEI is an important moderator of stress and resultant burnout of resident doctors. Training of EI of these professionals might bring about better work performance, psychological adaptation and well-being of individuals and society as a whole.

THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING TO REDUCE AN INTENTION OF BULLYING BEHAVIOUR

Bullying happens when an individu or a group of people harassed or threatened someone else’s security and well-being (health) both in physicall or psychological, threatened the reputation or social acceptance of someone and done repeatedly and continously (Kustanti, 2015).Some of Bullying behaviour that researchers found including, mocking, disgracing, calling out a name and sticking out tongue. Researchers also found some cases of client where the clients (students) felt that they been bullied by their friends by being ignored and ostracized by its environment. One of the factors that bullying happens are the characteristic of an individu.In this study, the researcher will held a training about emotional intelligence for some individuals that had a tendency to practice bullying.Subject in this research including 30 individuals that will be selected randomly and had a tendency to show an intention to have a bullying behaviour. Afterwards, the subject will be given an emotional intelligence training for at most 5 session.The result of this study shows that there is an intention reduction of bullying behaviour owned by the subject of this study after the session of emotional intelligence training held, and it shows in the decrease of the posttest score of the subject compare to the pretest score, 93 to 74 respectively. By the changing of this score it is indicated that the emotional intelligence training effectively reduce the bullying behaviour in the subject of this study. Keyword: Bullying, Emotional Intelligence, Student.

Effect of Using Emotional Intelligence, Wellness, and Leadership Training on Lived Experiences of Medical Program Directors Burnout

Physician burnout is a malignant, contagious phenomenon with significant morbidity and mortality for providers and patients alike. Major problems with physician burnout include lack of awareness, decreased ability to recognize symptoms and poor knowledge in combating the disease. Over 50% of students, residents and physicians are affected by severe burnout. Medical knowledge, practice approaches, and technical proficiency are taught and learned in residency training programs. This is also when self-care habits and work/life balance need to be taught and learned. The literature has shown that medical schools and residency programs/directors need two key ingredients in training that help prevent burnout and mitigate its effects: emotional intelligence (EI) and self-care. Another key factor in the development of physicians and combating burnout is leadership skills. The art and science of teaching medicine is hindered by the susceptibility of the trainers themselves to burnout and its consequences without having the tools to diagnose and combat it. For a residency-based intervention program that targets burnout, it has to start with its leaders/directors. Study: In 2016, 6 program directors from the Houston area underwent a two-day workshop that utilized emotional intelligence, wellness/self-care techniques, and leadership skills training to help them become aware of burnout, acknowledge, and identify it within them and their residents, and take action to combat it. Results: The study showed that the results of the intervention were not only qualitatively significant but were sustained 9 months later. Awareness of burnout, the acknowledgement and actions taken against had helped the directors on a personal, professional and leadership level. The overall average improvement/impact across the 15 items studied was 4.6/5. Conclusion: Training directors using the unique combination of emotional intelligence, self-care techniques and leadership skills maybe an effective intervention against combating burnout in residency programs.