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ORIGINAL ARTICLE
Year : 2018  |  Volume : 7  |  Issue : 1  |  Page : 156

Effects of problem-solving skill training on emotional intelligence of nursing students: An experimental study


1 Department of Nursing, Borujen Nursing School, Shahrekord University of Medical Sciences, Shahrekord, Iran
2 Department of Medical and Surgical, School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran
3 Prehospital Emergency Care, Disaster and Emergency Medical Management Center, Shahrekord University of Medical Sciences, Shahrekord, Iran
4 Department of Infection Control, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran

Correspondence Address:
Dr. Mohammad Heidari
Ayatollah Kashani Blvd, Shahrekord University of Medical Sciences, Shahrekord
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_50_18

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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.


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