The effectiveness of learning strategies for the development of Emotional Intelligence in undergraduate nursing students: A systematic review protocol

Francesca Napolitano; Michela Calzolari; Nicola Pagnucci; Milko Zanini; Gianluca Catania; Giuseppe Aleo; Lisa Gomes; Loredana Sasso; Annamaria Bagnasco

doi:10.1016/j.nepr.2023.103797

The effectiveness of learning strategies for the development of Emotional Intelligence in undergraduate nursing students: A systematic review protocol

Nurse Educ Pract. 2023 Oct:72:103797. doi: 10.1016/j.nepr.2023.103797. Epub 2023 Sep 30.

Authors

Francesca Napolitano¹, Michela Calzolari¹, Nicola Pagnucci¹, Milko Zanini², Gianluca Catania¹, Giuseppe Aleo³, Lisa Gomes⁴, Loredana Sasso¹, Annamaria Bagnasco¹

Affiliations

¹ Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
² Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy. Electronic address: milko.zanini@edu.unige.it.
³ Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
⁴ Nursing School, Minho University, Campus de Gualtar, Edifício BGUM 2º Piso, Braga 4710-057, Portugal.

PMID: 37832374
DOI: 10.1016/j.nepr.2023.103797

Abstract

Aim: This protocol proposes a systematic review to identify and disclose learning strategies and evaluation tools to improve Emotion Intelligence (EI) in undergraduate nursing students.

Background: EI improves the ability to manage emotions and their consequences. Management of emotions is fundamental in nursing both at inter- and intra-professional levels, and with the patients and their family carers.

Design: Systematic review protocol of effectiveness based on the Joanna Briggs Institute (JBI) guidelines.

Review methods: All articles based on educational programmes and/or activities to develop EI in nursing curricula will be included in the review. It will analyse the principle EI attributes and outcomes such as burnout, intention to leave and problem-solving skills. Based on the review question, seven databases will be searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Also, grey literature (Google Scholar and Open Gray) will be searched. Since no similar systematic reviews are present in the literature, no time limits will be set. To establish the quality of studies JBI tools will be used. When appropriate, we will meta-analyse prevalence and incidence estimates or we will meta-synthesize themes and findings.

Expected results: This systematic review is expected to provide an overview of educational and training methods, pedagogical strategies and evaluation tools to address EI in nursing and provide high-quality care to patients and their families. Results of the review will support nursing educators and leaders in implementing teaching and learning strategies to improve the Emotional Intelligence of undergraduate nursing students.

Conclusions: Mastering emotions is fundamental for nurses. Implementing education courses based on EI according to the best training methods and pedagogical strategies could become key for nursing curricula. Moreover, after the review, it will be possible to identify the best training methods and pedagogical strategies for implementing continuing professional development (CPD) courses in EI in the courses of following graduation.

Keywords: Education; Emotional intelligence; Nursing; Students; Systematic Review.

MeSH terms

Curriculum
Education, Nursing, Baccalaureate*
Emotional Intelligence
Humans
Students, Nursing* / psychology
Systematic Reviews as Topic