Lived experiences and insight on development of emotional intelligence in professional nursing practice
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Dr. Jennifer L. Jessen serves as Executive Director for the nationally recognized Center of Interprofessional Practice, Education, and Research (CIPER) at Creighton University. Dr. Jessen, an Assistant Professor of Nursing, leads the team in developing strategies of assessment and evaluation of interprofessional skills and programming with regional and national presentations. She is current member of several interprofessional organizations and an active member of the Association of Operating Room Nurses. Dr. Jessen’s work in perioperative nursing care has led to the development of simulated learning experiences with an emphasis on advanced directives and informed consent in an interdisciplinary team. She has been awarded for her teaching accomplishments through the Nebraska Nurses Association, Nebraska Action Coalition, and the American Interprofessional Health Collaborative. She holds an EdD with an emphasis in health profession education and a master’s in nursing education from College of Saint Mary. Her bachelors in nursing was completed at Creighton University.
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The purpose of this qualitative, experiential narrative study was to examine how emotional intelligence is applied in clinical nursing practice and how a nurse develops those skills in professional practice using a qualitative, experiential narrative design. The selected research participant was asked to verify her emotional quotient (EQ) score with the MSCEIT emotional intelligence test and participate in repeated interviews detailing the major events, patients, coworkers, mentors, and support systems in her life from her first experiences in healthcare to the present. Evidence of emotional intelligence (EI) was identified in her stories and applied to the Salovey and Mayer model of EI (Salovey & Mayer, 1990). NVivo 11 was selected for concept analysis and several themes emerged including Dignitiy and Respect, Formal Teaching, Experience, Mentorship, and Reflection. The interviews were then analyzed for structure using the Labov and Waletsky’s model (Labov & Waletsky, 1997). The structural analysis found large segments of complicating action and reflection, which coincides with the concept analysis. Further research could include research on reflective practice and formal teaching experiences of emotional intelligence in nursing school and when changing nursing positions. Development of simulation activities, clinical measures of compassion and empathy are areas of focus for the development of emotional intelligence in nursing practice. Creating a learning environment according to the Jessen Model for Environments that Facilitate EI Development may be applied to clinical and classroom settings. Additional research into the role clinical empathy plays in the development of emotional intelligence is suggested for future studies.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10264507; ProQuest document ID: 1952350153. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Other |
Research Approach | Qualitative Research |
Keywords | Acute Care Nurses; Clinical Empathy; Nursing Education |
Grantor | College of Saint Mary |
Advisor | Pertersen, M.J.; Morin, Patricia; Martin, Joy; Linden, Lois |
Level | Doctoral-Other |
Year | 2017 |
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