Nursing is a stressful job that involves many emotional experiences. Emotional intelligence (EI) is a positive trait in nurses; however, a gap exists in how nurse educators can teach EI to nursing students. A quasi-experimental quantitative research design was used to determine if debriefing for meaningful learning (DML) made a difference on the emotional intelligence levels of nursing students. Traditional debriefing methods were used to compare against DML. The participants included 76 associate degree nursing students in a community college setting. These students contributed by completing a voluntary survey measuring the EI using the Trait Emotional Intelligence Questionnaire: Short Form (TEIQue-SF). Students were then placed in either a control group, where they participated in the traditional debriefing after their simulation, or the intervention group, where they participated in DML after their simulation. The Mann-Whitney U test was used to determine significant in nonparametric data. There were no statistically significant results found in the study. The results reveal the need for more research on the DML in nursing students in relationship to teaching EI.
|Commitee:||Pilcher, Jobeth, Hughes, Gail|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Keywords:||Burnout, Debriefing, Debriefing for meaningful learning, Emotional intelligence, Reflection, Simulation|
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