Introduction: Emotional intelligence, or the capacity to cope one’s emotions, makes it simpler to form good connections with others and do caring duties. Nursing students can enroll a health team in a helpful and ben...Introduction: Emotional intelligence, or the capacity to cope one’s emotions, makes it simpler to form good connections with others and do caring duties. Nursing students can enroll a health team in a helpful and beneficial way with the use of emotional intelligence. Nurses who can identify, control, and interpret both their own emotions and those of their patients provide better patient care. The purpose of this study was to assess the emotional intelligence and to investigate the relationship and differences between emotional intelligence and demographic characteristics of nursing students. Methods: A cross-sectional study was carried out on 381 nursing students. Data collection was completed by “Schutte Self Report Emotional Intelligence Test”. Data were analyzed with the Statistical Package for Social Science. An independent t test, ANOVA, and Pearson correlation, multiple linear regression were used. Results: The results revealed that the emotional intelligence mean was 143.1 ± 21.6 (ranging from 33 to 165), which is high. Also, the analysis revealed that most of the participants 348 (91.3%) had higher emotional intelligence level. This finding suggests that nursing students are emotionally intelligent and may be able to notice, analyze, control, manage, and harness emotion in an adaptive manner. Also, academic year of nursing students was a predictor of emotional intelligence. Furthermore, there was positive relationship between the age and emotional intelligence (p < 0.05). The students’ ability to use their EI increased as they rose through the nursing grades. Conclusion: This study confirmed that the emotional intelligence score of the nursing students was high. Also, academic year of nursing students was a predictor of emotional intelligence. In addition, a positive relationship was confirmed between the emotional intelligence and age of nursing students. .展开更多
Background and Aim: Work-Related Stress in nurses is considered a common problem worldwide. Therefore, this study aims to identify the sources of stress among nurses in Saudi Arabia to understand the effect of these s...Background and Aim: Work-Related Stress in nurses is considered a common problem worldwide. Therefore, this study aims to identify the sources of stress among nurses in Saudi Arabia to understand the effect of these stressors on their mental health and physical health. Materials and Methods: A self-administrative questionnaire to assess sources of work stress, physical health, and mental health was administrated to 213 nurses working in intensive care units. Results: The results demonstrated that workload, lack of resources and support, and dealing with death and dying are the principal sources of work’s stress. Nurses reported that back pain, headache, and fatigue are the most common health problems while nervousness (32.4%) and exhaustion (30%) were the most frequent mental health problem. Moreover, the results revealed a positive correlation between Work-Related Stress and Health Problems. Conclusion: This study contributes to the emerging body of knowledge about work-related stress in the nursing profession and it is strongly supporting the need for strategic plan and intervention programs to reduce stress symptoms among nurses in Saudi Arabia.展开更多
Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simula...Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course;however, simulation is significantly effective in helping to improve nursing students’ knowledge.展开更多
文摘Introduction: Emotional intelligence, or the capacity to cope one’s emotions, makes it simpler to form good connections with others and do caring duties. Nursing students can enroll a health team in a helpful and beneficial way with the use of emotional intelligence. Nurses who can identify, control, and interpret both their own emotions and those of their patients provide better patient care. The purpose of this study was to assess the emotional intelligence and to investigate the relationship and differences between emotional intelligence and demographic characteristics of nursing students. Methods: A cross-sectional study was carried out on 381 nursing students. Data collection was completed by “Schutte Self Report Emotional Intelligence Test”. Data were analyzed with the Statistical Package for Social Science. An independent t test, ANOVA, and Pearson correlation, multiple linear regression were used. Results: The results revealed that the emotional intelligence mean was 143.1 ± 21.6 (ranging from 33 to 165), which is high. Also, the analysis revealed that most of the participants 348 (91.3%) had higher emotional intelligence level. This finding suggests that nursing students are emotionally intelligent and may be able to notice, analyze, control, manage, and harness emotion in an adaptive manner. Also, academic year of nursing students was a predictor of emotional intelligence. Furthermore, there was positive relationship between the age and emotional intelligence (p < 0.05). The students’ ability to use their EI increased as they rose through the nursing grades. Conclusion: This study confirmed that the emotional intelligence score of the nursing students was high. Also, academic year of nursing students was a predictor of emotional intelligence. In addition, a positive relationship was confirmed between the emotional intelligence and age of nursing students. .
文摘Background and Aim: Work-Related Stress in nurses is considered a common problem worldwide. Therefore, this study aims to identify the sources of stress among nurses in Saudi Arabia to understand the effect of these stressors on their mental health and physical health. Materials and Methods: A self-administrative questionnaire to assess sources of work stress, physical health, and mental health was administrated to 213 nurses working in intensive care units. Results: The results demonstrated that workload, lack of resources and support, and dealing with death and dying are the principal sources of work’s stress. Nurses reported that back pain, headache, and fatigue are the most common health problems while nervousness (32.4%) and exhaustion (30%) were the most frequent mental health problem. Moreover, the results revealed a positive correlation between Work-Related Stress and Health Problems. Conclusion: This study contributes to the emerging body of knowledge about work-related stress in the nursing profession and it is strongly supporting the need for strategic plan and intervention programs to reduce stress symptoms among nurses in Saudi Arabia.
文摘Simulation-based teaching ingredients actual patient encounters with high fidelity simulators, mimicking real-time patient scenarios in a realistic, controlled environment. This study examined the effect of the simulation on nursing students’ knowledge of adult nursing course before and after simulation sessions. An experimental, one-group (pretest-posttest) design was used. A convenience sample of nursing students enrolled in adult nursing course (n = 102) attended the 8 simulation scenarios. A paired t-test indicated that posttest mean knowledge of adult nursing course was higher than pre-course;however, simulation is significantly effective in helping to improve nursing students’ knowledge.
