Emotional Skills and Nursing Training: A Study on Italian Students and a TRI-COM-Based Educational Model.

IF 2.8 3区医学 Q3 NEUROSCIENCES

Brain Sciences Pub Date : 2025-09-03 DOI:10.3390/brainsci15090961

Giulia Savarese, Giovanna Stornaiuolo, Alessandro Vertullo, Carolina Amato, Luna Carpinelli

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引用次数: 0

Abstract

Background/objectives: Emotional competence is a crucial skill in nursing education, yet it remains underdeveloped in academic curricula. This study aims to (1) propose and preliminarily apply the TRI-COM model as a conceptual and educational framework to operationalize the definition of emotions within nursing contexts, and (2) explore the multidimensional structure of emotional competence among nursing students.

Methods: A cross-sectional study was conducted with 233 nursing students (M_age = 23.79, SD = 5.19) from various Italian universities, with 82.8% identifying as female. The participants completed an online questionnaire including the Toronto Alexithymia Scale (TAS-20) and the Jefferson Scale of Empathy-Health Profession Student (JSE-HPS) version. Descriptive statistics, t-test, ANOVA, and Pearson's correlation analyses were performed.

Results: The overall mean TAS-20 score was 60.36 (SD = 11.22), which is close to the clinical threshold (cut-off = 61). The EOT subscale showed the highest mean (M = 26.48, SD = 3.16), suggesting a tendency toward externally oriented thinking. The mean JSE-HPS total score was 87.05 (SD = 7.88), with higher scores for Perspective Taking (M = 60.95, SD = 7.42) than Compassionate Care (M = 18.92, SD = 6.40). A significant gender difference was found in Perspective Taking (female: M = 61.54, male: M = 58.10; p = 0.007). The ANOVA results showed no significant differences in empathy across academic years, but the DIF subscale of TAS-20 showed a trend near significance (p = 0.053). Significant negative correlations were observed between age and TAS-20 scores (e.g., age-TAS-20 total: r = -0.23, p < 0.001).

Conclusions: The findings suggest a general tendency toward rationalization and emotional detachment among students, possibly as a coping strategy in emotionally demanding contexts. The TRI-COM model-an original pedagogical framework inspired by tripartite theories of emotion-was used as a conceptual lens, providing a preliminary framework to interpret emotional competence in nursing education. Further research is needed to validate its educational relevance and explore practical applications within curricula.

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情绪技能与护理训练：意大利学生的研究及基于tri - com的教育模式。

背景/目的：情感能力是护理教育中的一项重要技能，但在学术课程中仍未得到充分发展。本研究旨在(1)提出并初步应用TRI-COM模型作为概念和教育框架，在护理情境中操作情绪的定义；(2)探索护生情绪能力的多维结构。方法：采用横断面研究方法，对意大利多所大学护理专业学生233名（M_age = 23.79, SD = 5.19）进行调查，其中82.8%为女性。参与者完成一份在线问卷，包括多伦多述情障碍量表（TAS-20）和杰弗逊共情健康专业学生量表（JSE-HPS）。进行描述性统计、t检验、方差分析和Pearson相关分析。结果：TAS-20总分均值为60.36 (SD = 11.22)，接近临床阈值（cut- cut = 61）。EOT子量表的均值最高（M = 26.48, SD = 3.16），表明学生有外向型思维倾向。JSE-HPS总分总分均值为87.05分（SD = 7.88），其中“透视”得分（M = 60.95, SD = 7.42）高于“体恤关怀”得分（M = 18.92, SD = 6.40）。性别差异显著（女性：M = 61.54，男性：M = 58.10, p = 0.007）。方差分析结果显示共情在各学年间无显著差异，但TAS-20的DIF分量表呈现接近显著性的趋势（p = 0.053）。年龄与TAS-20评分呈显著负相关（例如，年龄-TAS-20总分：r = -0.23, p < 0.001）。结论：研究结果表明，学生普遍倾向于合理化和情感超然，这可能是在情感要求高的环境下的应对策略。以TRI-COM模型为概念透镜，为护理教育中情绪能力的阐释提供了一个初步框架。需要进一步的研究来验证其教育意义并探索课程中的实际应用。

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来源期刊

Brain Sciences Neuroscience-General Neuroscience

CiteScore

4.80

自引率

9.10%

发文量

1472

审稿时长

18.71 days

期刊介绍： Brain Sciences (ISSN 2076-3425) is a peer-reviewed scientific journal that publishes original articles, critical reviews, research notes and short communications in the areas of cognitive neuroscience, developmental neuroscience, molecular and cellular neuroscience, neural engineering, neuroimaging, neurolinguistics, neuropathy, systems neuroscience, and theoretical and computational neuroscience. Our aim is to encourage scientists to publish their experimental and theoretical results in as much detail as possible. There is no restriction on the length of the papers. The full experimental details must be provided so that the results can be reproduced. Electronic files or software regarding the full details of the calculation and experimental procedure, if unable to be published in a normal way, can be deposited as supplementary material.