Effects of problem‑solving skill training on emotional intelligence of nursing students: An experimental study
Volume 8, Issue 12, December 2018, Pages 1-7
. Sara Shahbazi, . Mohammad Heidari, . Ehsan Heidari Sureshjani, . Parvin Rezaei
Abstract BACKGROUND: Nursing students are generally trained to acquire the knowledge, skills, and
approaches required for solving problems and contradictions in life and at work. In fact, problem‑solving
skills are the core of effective nursing activities. Therefore, the aim of this study is to evaluate the
effectiveness of problem‑solving training on the promotion of emotional intelligence in nursing students.
MATERIALS AND METHODS: This interventional case–control study used a pretest‑posttest design.
All senior nursing students (n = 43) attending the seventh semester of their undergraduate studies at
Hazrat Fatemeh School of Nursing and Midwifery of Shiraz University of Medical Sciences were recruited
in the present study. The participants were randomly allocated to either the intervention group (n = 20)
or the control group (n = 23). The collected data were analyzed with SPSS software version 16.
RESULTS: While the mean standardized scores of Emotional Quotient Inventory of the two
groups were not significantly different before the intervention, the scores were significantly higher
in the intervention group both immediately and 2 months after the intervention. Comparison of the
standardized emotional intelligence scores revealed the intervention group to have significantly
higher mean scores immediately and 2 months after the intervention compared to baseline
scores (105.87 ± 9.82 and 109.44 ± 9.56 vs. 101.22 ± 10.93; P < 0.001). Such significant differences
were absent in the control group.
CONCLUSION: Using the results of this research in nursing education, it is possible to improve the
level of nurses’ knowledge and personal skills and to increase the level of services and increase
the satisfaction of the clients.