Abstract
Purpose This article aimed to explore ways in which emotional intelligence for the purpose of rational decision-making and effective problem-solving can be facilitated in an authentic learning environment.
Method A qualitative and contextual research design underpinned by a social constructivism paradigm was used to explore and describe the perspectives of (n = 20) qualified nurse educators. Audiotape recorded in-depth, semi-structured, individual interviews were transcribed verbatim and analysed independently by an independent coder and the researcher using the Miles, Huberman and Saldana matrix for engendering a qualitative data analysis method. Trustworthiness was ensured and ethical considerations adhered to.
Findings Three (3) themes were identified. Nurse educators to (1) engage nursing students in interprofessional teams, students to possess (2) emotional readiness and positive intrapersonal skills, and to use (3) reflection as a powerful strategy. A set of reflective questions were presented that demonstrated the components of emotional intelligence, which can be used by educators to develop it for the purpose of rational decision-making and effective problem-solving among teams of students.
Conclusion Emotional intelligence for the purpose of rational decision-making and effective problem-solving should be facilitated among students to improve quality of patient care that is altruistic, comprehensive and individualised, while decreasing the stress associated with the nursing profession and improving students’ emotional welfare. It is, therefore, recommended that this skill should be integrated as part of interprofessional curricula and be formally and continuously taught, extensively practiced and assessed so as to produce emotionally competent twenty first century graduates.
6. Conclusion
The present article adds to the body of existing literature around emotional intelligence by exploring how it, in relation to the purpose of rational decision-making and effective problem-solving, can be facilitated among students within an authentic learning environment. Patients’ authentic problems are of a real-life, ill-defined, complex and open nature and relate to multiple perspectives (Lewis et al., 2019), while they further require that students possess and use their emotional competency, maturity and sensitivity when dealing with them. Students must be trained to work and cope with the challenges encountered in emotionally charged, dynamic, challenging, ever-changing and unpredictable healthcare environments to deliver altruistic, comprehensive, individualised nursing care (Relji´c et al., 2019). Emotional intelligence for the purposes of rational decision-making and effective problemsolving will improve the quality of patient care delivered, while decreasing the stress associated with the nursing profession (Hodge, 2020) which, in turn, will enhance students’ emotional welfare (Foster & McCloughen, 2020; Raghubir, 2018). Emotional intelligence for these purposes can be effectively taught to students so as to improve their authentic learning for the future. It was also evident that the development of emotional intelligence for these purposes is a challenging, labour-intensive and time-consuming but worthy exercise for all educators involved. Thus, continuous emotional intelligence for training aimed at these purposes at the start of the programmes will develop and nurture this skill. The findings of this study can be integrated in healthcare training to build on students’ emotional intelligence competencies and better prepare them for future practice (Foster & McCloughen, 2020).
