Educating Nursing Students - Emotional Intelligence And The Didactics .

International Journal of Caring SciencesThe methodological approach is based onRicoeur s thought and interpretation of texts.Ricoeur s phenomenological hermeneutics iscentred on the text s search for knowledgequestions related to the researcher s preunderstanding and prejudices.Ricoeur s (2016) philosophy focuses on theworld of the text and the meaning of symbols.Each text has meanings that open up for a lifeworld from the naïve reading through ahierarchical integrative structure analysis to aconcentrated narrative story or understanding ofthe whole. The substance of the text is not thatwhich is revealed through naïve reading but thatwhich is conveyed through the formal structureof the text. Ricoeur’s hermeneutic bow describesthe whole–parts- interpretations.According to the principles of didactics, themovements of the hermeneutic bow containsquestions and answers that change theunderstanding through interpretation andinterprets a new understanding about the field ofinterest in the context of the didactics of caring.Themovementtakesplacebetweenunderstanding and explanation, and there is noabsolute or complete knowledge.According to Ricoeur (2016), there is a mutualrelationship between phenomenology andhermeneutics. The research process consists of apenetrating exploration, a discovery, that bynature is open and contributes to support theaccomplishment of the object of study. Thedescription shows the caring science knowledgethat merges through understanding andinterpretation.The ideographic opens up for the education ofnursing students where it includes a revelationand search for patterns that can produce newphenomena, insights and knowledge of thealready known (Graneheim & Lundman, 2004).The inductive approach aims for the creation ofnew theories. The Ricoeurian art of interpretationand approach to texts fulfill a promise of whatbears the truth. The interpretation portrays aplatform for formulating a figurative theoreticalmodel for the purpose of describing something ofemotional intelligence in nursing students cultivation process and for developing January-April 2019 Volume 12 Issue 1 Page4science and the didactics of caring science(Figure 1).The procedure of the literature reviewThe study s phenomenological-hermeneuticmovement involves the narrative literature reviewbased on emotional intelligence, the education ofnursing students and the didactics of caringscience as a context. The review of literatureseeks to identify relevant knowledge content, findstructures and shared characteristics for theobject of the study and to create an extensivebackground for pre-understanding and furtherresearch.The aim and research question of the studyguided the hierarchical literature search and aidedin framing the selection. The aim of the literaturesearch was to strive for relevance, openness andoriginality and to implement a retroactive search.The search words for the study are presented inthe abstract. An electronic and a manual literaturesearch was conducted 2000–2018 in thedatabases Cinahl, Embase, Fennica, Medic,PubMed/Medline and ProQuest.The first search showed the total amount ofliterature and the number of publications wereabundant and varied. The popular science interestin emotional intelligence is vast and usesconcepts from the other fields of intelligenceresearch. Emotional intelligence in itself hasgenerated a degree of skepticism in scientificfields that is difficult to articulate. This led to adecrease in the number of relevant references.The initial aim was to find relevant caringscience references with a higher level ofabstraction. Publications that touch upon thisstudy s area of interest exist and partly overlap.Results from previous research of a similarcharacter do not contribute to this study with adeeper added value or more complete saturationabove the references already chosen. The aim ofthe narrative literature review is delimited inconnection to the already stated point ofdeparture and is not to include all research in thefield.

International Journal of Caring SciencesThe professional caringscience didacticalrelationshipPedagogical methodsReflection and analysisEncouragementEffectiveness and reiterationHumanity and individualityTransformative thinkingHarmonious interaction skillsNon-judgmentalProgressionJanuary-April 2019 Volume 12 Issue 1 Page5Knowledge of the selfPersonality and self-confidencePersonal valuebaseNursing identityEmotional self-awarenessBeneficial self-knowledgePersonal commitmentRespect and dignityVulnerabilityEmotional IntelligenceEthosThe Didactics ofCaring ScienceSocial understanding,insight and knowledgeEmpathetic approachMorals and ethical valuesValue integration of the educationalinstitutionSelf cognition and contextsServingEmpowerment of the selfDicipline and governingSelf itiativeHopefulnessCompassionFigure 1. A figurative theoretical model of emotional intelligence in the didactics of caringscience. Emotional intelligence opens for the path of the nursing student’s professionalformation that requires personal and social dedication and the contributions of society.Literature reviewThe core in empathy is, according to Holm(2001), to understand another person’s feelingsor being controlled by empathetic understanding.Professionalism means to show one’s fellowbeings respect, interest, warmth, humanity andpersonal treatment. Empathy and empatheticability is important in interpersonal contacts bothin caring and the didactics of caring. Empathyand social awareness are closely related withemotional intelligence and are based on selfknowledge, the ability to read feelings andpersonal treatment. Emotional intelligence helpspeople to treat and understand others better andwww.internationaljournalofcaringsciences.orgto create interpersonal relations (Percy &Richardson, 2018).According to Freshwater & Stickley (2004),emotional intelligence involves non-cognitiveelements in the human being. The non-cognitiveis related to the affective, personal and socialknowlege factors of intelligence. Generallyspeaking, and without highlighting theseknowledge factors, it is problematic to studyintelligence. Stickley & Freshwater (2002)explain that academic nurse education thatignores the significance of emotions lacksunderstanding of the art dimension of the caringscience of nursing. Emotional intelligence iscentral when nurses perform care interventions.

International Journal of Caring SciencesIt is problematic to describe this dimension ofcaring without reflecting on emotions andinterpersonalinteraction.Nursesneedknowledge, understanding and education thatrelate to emotional intelligence to be able tocreate professional caring relationships (BulmerSmith, et al. 2009). Healthcare organizations andworking communities influence the mouldingand development of nurses’ emotionalcompetence (Vandewa,a et al. 2016).Nurses must be professional when it comes tohandling emotions (Cadman & Brewer, 2001).Emotional sensibility is often different duringemergency illness, diagnostic phase andtreatment period. Patients vulnerability isemphasized at hospital admittance. It can beproblematic for nurse educators to create a goodcaring didactic relationship to nursing studentsbecause of the number of nursing students,competition between them and because nurseeducators are in continuous movement. Nurseeducators and also nurse leaders emotionalcompetence and motivational profile impact onhow nursing students treat and reflect onemotions in clinical praxis (Bulmer Smith, et al.2009; Garner, 2010). Nursing students stand tosuffer and are not able to fulfill the goals andeffects of the didactics of caring of the nursetraining if nurse educators and nurse leaders emotional competence is lacking or hassecondary priority. According to Codier andOdell (2014), it is important that today sacademic nurse education institutions callattention to nursing students opportunities to actas emotionally intelligent and professional nursesafter training. The entrance requirements to nurseeducation programs should be critically assessed,emotional intelligence tests and selection ofcandidates should be conducted already at thelevel of application to nurse education programs(Sharon & Grinberg, 2018).McQueen (2004) emphasizes the importance ofemotional intelligence in caring relationships.Nurses need education on emotional intelligenceand support so they can protect their well-beingin intensive and stressful caring relationships.Difficult caring relationships can influencenurses physical, mental and social health.According to Evans & Allen (2002), emotionalintelligence is a form of social intelligence.Academic nurse education institutions shouldsystematically and strategically include teachingon emotional intelligence in evidence-basedcurricula to strengthen nursing students’ rgJanuary-April 2019 Volume 12 Issue 1 Page6to master difficult situations characterized bystrong emotions in the meaning context ofclinical nursing (Feather, 2009; Foster, et al.2014). Nursing students and nurses arerepeatedly exposed to difficult situations thatmay cause them suffering and reduce their abilityto serve the patients (Honkavuo & Lindström,2014). Empathy, compassion and social skills incaring relationships are more important thantechnical skills (Percy & Richardson, 2018;Strickland,2000).Limitedemotionalcompetence may result in an inferior healthcarequality and bad conditions in patient-care. Thenurse leader s leadership style, ethos andpersonality are central for the well-being andcollaboration of the working community (Davies,et al. 2010; Grangeat & Gray, 2007). Highlyemotionally competent nurses are thoughtful,have ambitions, ethical conscience and highmorals. Nurses personality is directly connectedto their emotional competence (Vandewaa, et al.2016). It is essential that nurse educators arecompetent and qualified. Skills in emotionalintelligence increase the sense of physical,mental and social well-being (Lewis, et al. 2017).Great portions of nursing students period oftraining consist of clinical praxis where theability to cooperate and emotional intelligenceare highlighted before the working community,the nurse educator and the patient (Evans &Allen, 2002). Nurse educators should be aware ofand understand their own feelings and expressthem in a controlled manner before nursingstudents. It is important that nurse educators cansimultaneously put themselves in the nursingstudents situation and understand their feelingsand thoughts (Humphrey, et al. 2007).Results ‒ Synthesis of the literature reviewThis synthesis describes the movement of thepart‒whole and understanding‒interpretation ofthe Ricoeurian hermeneutic bow of 18 caringscience studies based on nursing students cultivation process and emotional intelligence inthe context of the didactics of caring (Ricoeur,2016). The central results from the studies in thenarrative literature review seek to answer theresearch question of this study. The intention isto present the synthesis systematically and in anobjective way.The general view on cognitive intelligence haspreviously been distanced and separate fromemotions and affective thinking (Goleman, et al.2002). There has been an understanding that

International Journal of Caring Sciencesemotions interfere with rational thought andaction. The literature review reveals thatemotions and intellect increase performance andhas an important cognitive meaning for thecultivation process in academic nurse educationinstitutions that represent intellectual and rationalthinking.The emerging substance highlights theimportance of teaching and improvement of thecompetence level of emotional intelligence inacademic nurse education institutions (Garner,2010). The integration of emotional intelligencebelongs to evidence-based curricula that arecontinuously being revised. It is challenging andinteresting that the competence level onemotional intelligence has received only asecondary focus in nurse education. Thischallenge needs to be considered, prioritized andthe competence level built up simultaneously innurse educators and nursing students alike. Thisenables a contribution and expansion of apedagogical approach to caring. Nurse educatorsshould understand that emotional intelligencealong with the other intelligences support them intheir didactic and pedagogic work of caring.Emotional intelligence highlights ethical aspectsand moral components. Emotionally competentnurse educators are aware of and sensitive totheir own internal feelings as well as theirinfluence on self and educational activities.Emotional competence is displayed throughnurse educators drive and desire to understand,discern, interpret and respect different forms ofverbal and non-verbal emotions in themselvesand others and to apply them to the situation(Ekebergh, 2001). Emotional competenceincludes the understanding of feedback, ethicalreflection, moral actions, dignity and justice andalternative views and motives for themultidimensionality of understanding (Mayer, etal. 2001). The ability and understanding ofnursing students feelings and opinions open forthe understanding of their goals for thecultivation process.Empathy is connected with the emotional abilityfor development. Empathy is highlighted throughthe noble art of listening which consequentlyenables the act of understanding. Empatheticnurse educators show genuine interest in servingnursing students (Percy & Richardson, 2018;Wheeler & Barrett, 1994). Further developmentis rooted in involvement, requires discipline,motivation and curiosity for what is new, uary-April 2019 Volume 12 Issue 1 Page7simultaneously requires the ability to perform.The importance of empathy for theoretical andpractical teaching appears in the studies.Empathy includes a didactic responsibility ofcaring in nurse educators to create a caring andserving atmosphere in the teaching situation.Emotional intelligence is said to be part of thecontext of the didactics of caring and should bestudied in a diversified way and from differentperspectives. The cultivation process in nursingstudents open for words and concepts that can beexpressed in a safe environment and in a caringdidactic relationship with fellow students andnurse educators (Salovey & Sluyter, 1997). Theacademic training period is a relationshipbetween individuals (Stickley & Freshwater,2002). It prepares and cultivates nursing studentsto receive and care for the patient and alleviatethe patient s suffering. The intellectual abilityopens up for the identification and understandingof nursing students perspective and their lifeworld.Ethical considerationsA research ethical responsibility entails loyaltyand honesty. This responsibility is realized in theselection of the object of study and methodologyand during the handling of the data. Generalethical principles and rules according to theWorld Medical Association Declaration ofHelsinki (WMA) from 2013, ICN (2012) andEtene (2001) are considered throughout.The authenticity of the studyThe study aimed at diversity in the literaturesearch to obtain a valid, reliable and objectiveunderstanding. Continuous control was used,which means that inner logic and internalvalidation guided the search. The narrativeliterature review is based on published scientificstudies which means that they have undergoneprocesses for research ethical requirements andrules. It is possible that the authors of the studieshave used the concept complex emotionalintelligence variedly which may influence thevalidity. The selected studies are written byinternational researchers who have a differentunderstanding of culture and tradition, socialnorms and laws and ways of expressingthemselves in writing. It is important to drawattention to general generalisations ininternational studies while the studies have alsooffered diversity and universal research results.This study has made a contribution to an

International Journal of Caring Sciencesincreased understanding of cultivation andemotional intelligence within academic nurseeducation institutions and answered the researchquestion which means that its validity can beseen as high. The synthesis is logical and noncontroversial and based on the collected material.The theoretical perspective and ontology ofcaring science opened up for a deeperunderstanding of the object of study.This study is theoretical and the theoreticalperspective of caring science formulates thewhole to which the research process relates. Thisprovides a high level of reliability. The innerlogic is in the parts which are united with thewhole of the study. Harmony exists between theparts which enables understanding and anintegrated interpretation (Ricoeur, 2016). Themeaning-bearing substance is tied to caringscience and the context of the didactics of caringwhich is linked to high reliability. The synthesisis objective because it does not rule out thepossibility that the already presented elementsare delimited or presented in another scientificcontext.DiscussionThis study aims to understand what emotionalintelligence is and describes how nurseeducators, through their ethos, can supportnursing students in their cultivation process inthe context of the didactics of caring. The studylays the ground work for applied and furtherresearch rooted in an empirical knowledge base.The theoretical perspective of the study is basedon caring science with a focus on the didactics ofcaring science. The theoretical perspectiveenables the description of ontological entities andcaringdidacticknowledge-seekingepistemological premisses (Matilainen, 2004).The ontology provides the basis for furtherunderstanding of the study from preunderstandingtointerpretation.Preunderstanding represents a part of the study sintradisciplinary theoretical perspective and isbased on ontology. It comprises epistemology,Ricoeurian phenomenological hermeneutics andthe methodology of the narrative literaturereview. This form of knowledge includesphenomenological understanding as the basis forthought and action (Ricoeur, 2006). This meansthat the didactics of caring science is evidentlymade visible through ethics and ethos, and can beunderstood as a factor of motivation for nurseeducators and nursing students January-April 2019 Volume 12 Issue 1 Page8The concept complex emotional intelligencecomprises different abilities and is a generic termfor a number of human qualities. Emotionalintelligence is sparingly used in everydaylanguage: instead the concepts teamwork,independence, collaborative skills and socialcompetence are used. These concepts havecomponents that form part of synonyms toemotional intelligence, but it may be long beforethe immediate understanding of their meaningsare apparent (Goleman, 2006). The extensiveconcept understanding can cause nges for the interpretation of what genuineand original emotional intelligence is.The intellectualization and the emphasis onrational thought that lead to effectivenessthinking, along with the dawn of industrialismand mercantilism in the western world toward theend of the 19th century and the beginning of the20th century, resulted in theories on emotionalintelligence (Salovey & Sluyter, 1997). Theinterest in and need for emotional intelligencehas increased globally. Human beings in today’ssociety testify to a form of paradigm shift,transition and counter-reaction to the presentmechanistic and instrumental thinking. Inmodern academic nurse education elligence is not just a desired quality but aprerequisite for studies and work (Goleman,2006). Emotionally competent, qualified nurseeducators and future nurses are not justintelligent and knowledgeable, but also possessprofessional communication skills (Goleman,2006).The professional caring didactic relation

Reuven Bar-On: Emotional Quotient. Model of Emotional-Social Intelligence. Peter Salovey & John D. Mayer 1990: The Ability Model of Emotional Intelligence. Daniel Goleman 1995: Emotional Intelligence Theory. Theory of Performance. 1970 1990 The pioneers of emotional intelligence. Emotions and cognitions influence each other. The