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Nursing and pharmacy students’ use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study

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  • Andrea McCloughen
  • Kim Foster

Abstract

Aims and objectives To identify challenging interpersonal interactions experienced by nursing and pharmacy students during clinical placement, and strategies used to manage those situations. Background Healthcare students and staff experience elevated stress when exposed to dynamic clinical environments, complex care and challenging professional relationships. Emotionally intelligent behaviours are associated with appropriate recognition and management of emotions evoked by stressful experiences and development of effective relationships. Nursing and pharmacy students’ use of emotionally intelligent behaviours to manage challenging interpersonal situations is not well known. Design A qualitative design, using semi‐structured interviews to explore experiences of challenging interpersonal situations during clinical placement (Phase two of a larger mixed‐methods study). Final‐year Australian university nursing and pharmacy students (n = 20) were purposefully recruited using a range of Emotional Intelligence scores (derived in Phase one), measured using the GENOS Emotional intelligence Inventory (concise version). Results Challenging interpersonal situations involving student–staff and intrastaff conflict, discourteous behaviour and criticism occurred during clinical placement. Students used personal and relational strategies, incorporating emotionally intelligent behaviours, to manage these encounters. Strategies included reflecting and reframing, being calm, controlling discomfort and expressing emotions appropriately. Conclusions Emotionally intelligent behaviours are effective to manage stressful interpersonal interactions. Methods for strengthening these behaviours should be integrated into education of nursing and pharmacy students and qualified professionals. Education within the clinical/workplace environment can incorporate key interpersonal skills of collaboration, social interaction and reflection, while also attending to sociocultural contexts of the healthcare setting. Relevance to clinical practice Students and staff are frequently exposed to stressful clinical environments and challenging interpersonal encounters within healthcare settings. Use of emotionally intelligent behaviours to recognise and effectively manage these encounters may contribute to greater stress tolerance and enhanced professional relationships. Nursing and pharmacy students, and their qualified counterparts, need to be educated to strengthen their emotional intelligence skills.

Suggested Citation

  • Andrea McCloughen & Kim Foster, 2018. "Nursing and pharmacy students’ use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(13-14), pages 2699-2709, July.
  • Handle: RePEc:wly:jocnur:v:27:y:2018:i:13-14:p:2699-2709
    DOI: 10.1111/jocn.13865
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    References listed on IDEAS

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    1. Ritin Fernandez & Yenna Salamonson & Rhonda Griffiths, 2012. "Emotional intelligence as a predictor of academic performance in first‐year accelerated graduate entry nursing students," Journal of Clinical Nursing, John Wiley & Sons, vol. 21(23-24), pages 3485-3492, December.
    2. Nilgün Kahraman & Duygu Hiçdurmaz, 2016. "Identifying emotional intelligence skills of Turkish clinical nurses according to sociodemographic and professional variables," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(7-8), pages 1006-1015, April.
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    Cited by:

    1. Hugo, Lizemari & Botma, Yvonne, 2019. "Looking beneath the surface of a preceptor-training programme through a realist evaluation," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 195-203.
    2. Andrea McCloughen & David Levy & Anya Johnson & Helena Nguyen & Heather McKenzie, 2020. "Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(13-14), pages 2508-2520, July.
    3. Le Thanh Thao & Pham Trut Thuy & Nguyen Anh Thi & Phuong Hoang Yen & Huynh Thi Anh Thu & Nguyen Huong Tra, 2023. "Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives," SAGE Open, , vol. 13(4), pages 21582440231, November.

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