Date
7-15-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Theresa Pape
Keywords
emotional intelligence, empathy, self-awareness, emotional regulation, nursing students, interactive teaching program
Disciplines
Medicine and Health Sciences | Nursing
Recommended Citation
Browne, Karen, "The Effects of an Emotional Intelligence and Empathy Interactive Education Program with Prelicensure Nursing Students" (2024). Doctoral Dissertations and Projects. 5797.
https://digitalcommons.liberty.edu/doctoral/5797
Abstract
A dissertation is presented on a teaching program for emotional intelligence (EI) and empathy with a cohort of nursing students enrolled in a traditional, undergraduate nursing college in the Northeast region of the United States (US). An interactive teaching program was used with various media to present new material and learning activities during the spring semester. The importance of teaching nursing students the aspects of EI was to prepare them for the rigors of the profession by allowing them to delve into their own self-awareness and emotional regulation, which in turn helps to connect with patients in a more robust and empathetic manner. This quasi-experimental study had 36 participants complete the Trait-Meta Mood Scale-24 (TMMS-24) and 33 for the Toronto Empathy Questionnaire (TEQ) at two set points in the semester. A paired-sample t-test was completed, along with the Shapiro-Wilk and Wilcoxon Signed Rank Test to determine a normal distribution. The results indicated data that was not statistically significant, and the researcher failed to reject the null hypotheses. However, mean scores in females improved in both the TMMS-24 and TEQ, as did Hispanic/Latino and Asian participant scores in the TMMS-24, as well as one participant who had prior topic training. Future research is recommended on this subject considering correlation studies, nursing program type, increased participant numbers, race, and combining different instruments.
