Exploration of competency to emotional management and emotional well-being of undergraduate nursing students who experienced emotional situations during clinical placement: A qualitative inquiry

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-05-15 DOI:10.1016/j.nedt.2025.106782

Hasini Hathurusinghe, Damayanthi Dassanayake

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引用次数: 0

Abstract

Background

Emotional management is an essential skill in the nursing profession. Good emotional regulation skills can lead to a more fulfilling and satisfying professional life. Nursing students should strive to develop strong emotional regulation skills to ensure their academic and professional success.

Aim

The study aimed to explore how nursing students manage their emotions and maintain their emotional well-being during clinical placement, emphasizing the role of institutional support in developing emotional intelligence and coping strategies.

Design

An exploratory qualitative study.

Setting

Department of Nursing, Faculty of Allied Health Sciences, University of Peradeniya, Sri Lanka.

Participants

A total of 12 undergraduate nursing students from a state university in Sri Lanka were interviewed.

Methods

The data were collected using semi-structured interviews from July 2023 to August 2023. The data was analyzed using Colaizzi's seven-step method of thematic analysis.

Results

Four themes emerged: (1) Emotional management is challenging during early clinical placement. (2) Strategies used for emotional management during clinical placement. (3) Determinants impacting emotional well-being. (4) The imperative need for support in managing emotions during clinical placements.

Conclusions

Nursing students confronted diverse challenges while navigating emotionally challenging situations during their early clinical placements. Positive patient interaction, self-regulation strategies, religiosity for emotional impact, and peer supportiveness are identified as strategies for emotional management. Previous experiences, improved interaction with hospital staff, and positive engagement with patients have been identified as factors influencing the emotional well-being of students. This study suggests the need for individualized support, proactive guidance, counseling, and mentorship to help student nurses manage their emotions effectively in clinical settings.

查看原文本刊更多论文

临床实习期间经历情绪情境的本科护生情绪管理能力与情绪健康的探讨：一项质性调查

情绪管理是护理专业的一项基本技能。良好的情绪调节技能可以让你的职业生涯更充实、更令人满意。护理专业的学生应该努力培养强大的情绪调节技能，以确保他们在学术和职业上的成功。目的探讨护生在临床实习期间的情绪管理和情绪健康状况，强调机构支持在培养护生情绪智力和应对策略中的作用。设计探索性质的研究。斯里兰卡佩拉德尼亚大学联合健康科学学院护理系。研究对象为来自斯里兰卡一所州立大学的12名护理专业本科生。方法于2023年7月至2023年8月采用半结构化访谈法收集数据。使用Colaizzi的七步主题分析法对数据进行分析。结果：(1)临床实习前期情绪管理面临挑战。(2)临床安置过程中情绪管理的策略。(3)影响情绪幸福感的决定因素。(4)临床实习期间情绪管理的迫切需要。结论护生在早期临床实习中面临着各种各样的情感挑战。积极的患者互动、自我调节策略、对情绪影响的虔诚度和同伴支持被确定为情绪管理策略。以往的经验，改善与医院工作人员的互动，积极参与与病人已被确定为影响学生情绪健康的因素。本研究表明，需要个性化的支持，积极主动的指导，咨询和指导，以帮助实习护士在临床环境中有效地管理自己的情绪。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.