The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit
Bibliographic record
Abstract
Background and objective: Emotional intelligence in nursing practice helps students better deal with clinical pressures and communicates effectively with patients. Therefore, developing students' emotional maturity may seem more important than their physical responsibilities. The current study was carried out to evaluate the effect of emotional intelligence intervention on nursing students’ practice and their reflections on patients’ clinical outcomes at burn intensive care unit.Methods: This study was carried out in the Faculty of Nursing, Tanta University and Burn Intensive Care Unit at Tanta Emergency Hospital. A quasi experimental research design was utilized in the current study. A convenience sample of 120 undergraduate second year nursing students who studied critical care nursing course at academic year 2017-2018 were selected. They were divided into two equal groups, 60 students in each group as follows: Group I: Students were exposed to emotional intelligence intervention and clinical procedures. Group II: Students were exposed to clinical procedures only. In addition, a convenience sample of 60 adult critically patients with severe burn injury were selected and divided into two equal groups, 30 in each group as follow: Group I: Patients were exposed to intervention from nursing students who were undergoing emotional intelligence intervention during clinical procedures. Group II: Patients were exposed to intervention from nursing students who were trained on clinical procedures only. Three tools were used to collect the study data. Tool I: Emotional Intelligence Scale, Tool II: Nursing student's: observational checklist, and Tool III: Critically ill patient with severe burn injury’s clinical outcomes assessment.Results: There was a statistically significant improvement in the total practice mean score level among nursing students in group I than group II. Also, patients who received care from group I showed improvement in physical and psychological outcome compared to students in group II.Conclusions: Based on the results of the present study, it can be concluded that, merging emotional intelligence into practice is a favorable method which provides the undergraduate nursing students with a higher level of practice regarding burn intensive care unit. Students who acquired intelligence practice had a statistical significant effect on improving psychological and physical outcomes of patients with severe burn injury than nursing students who are not exposed to such emotional intelligence intervention during clinical practice. Recommendation: The emotional intelligence should be incorporated into the critical care nursing course and training the students’ about the appropriate way of implementation to improve their knowledge and practice and improve patients’ clinical outcomes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".