Abstract
The current academic climate shows that students entering nursing school do not have the emotional mindset that will allow them success and longevity post-graduation in nursing (Budler et al., 2022; Christianson, 2020; Cleary et al., 2018; Crawford et al., 2021; Dugué et al., 2021) . Students often struggle through their program, with clinical and didactic or either independently in relation to academic success or performance. Additionally, once these students pass their NCLEX exam, they tend to find themselves overwhelmed and emotionally unable to withstand the pressures of floor nursing. As of 2024, research has shown that nationally, about 31% of new nurses leave their employment within the first year of nursing (Lee, 2024).
The study being conducted aims to better understand student emotional intelligence (EI) upon entry into a school of nursing, and the potential impact of EI interventions throughout the accelerated program. The hope is that intervention will allow learners to be better prepared for the future, and more emotionally capable of managing situations they will encounter after graduation.
To plan the interventions, an octopus model was designed in CANVA to explain the areas that combined culminate emotional intelligence. Through research, eight areas were identified as being requirements of emotional intelligence specific to nursing professionals 1) Locus of control, 2) connectedness, 3) resilience, 4) situational awareness, 5) self-soothing,6) affective domain,7) purpose and 8) gratitude (Christodoulakis et al., 2023; Garg et al., 2023; MHA, 2024; Schutte et al., 2009; Segal et al., 2013).
At this point in the study, participants are in their first semester of the program and will be followed through all four semesters. During semester 1, there is a focus on connectedness, and situational awareness. These were chosen as new nursing students often lack connection when starting a new program and are entering into a new world of healthcare where they must be more aware of the events occurring around them. To achieve connectedness, all students and participants attend a fully flipped pathophysiology classroom, that is overall gamified. This course pushes learners to work together through collaboration and experiential learning. They then use the knowledge they gained in pre-lecture and help each other construct new knowledge based on their initial understanding and finalized understanding after participating in class.
Sigma Membership
Upsilon Kappa
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Mentoring and Coaching, Transition to Practice or Onboarding, Nursing Pedagogy, Emotional Intelligence
Recommended Citation
Harmon, Ashley Lanai and Van Der Like, Jill Jackson, "Nursing Pedagogy: Using Gaming for Multifaceted Knowledge and Skills for Emotional Intelligence" (2025). International Nursing Research Congress (INRC). 38.
https://www.sigmarepository.org/inrc/2025/posters_2025/38
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Nursing Pedagogy: Using Gaming for Multifaceted Knowledge and Skills for Emotional Intelligence
Seattle, Washington, USA
The current academic climate shows that students entering nursing school do not have the emotional mindset that will allow them success and longevity post-graduation in nursing (Budler et al., 2022; Christianson, 2020; Cleary et al., 2018; Crawford et al., 2021; Dugué et al., 2021) . Students often struggle through their program, with clinical and didactic or either independently in relation to academic success or performance. Additionally, once these students pass their NCLEX exam, they tend to find themselves overwhelmed and emotionally unable to withstand the pressures of floor nursing. As of 2024, research has shown that nationally, about 31% of new nurses leave their employment within the first year of nursing (Lee, 2024).
The study being conducted aims to better understand student emotional intelligence (EI) upon entry into a school of nursing, and the potential impact of EI interventions throughout the accelerated program. The hope is that intervention will allow learners to be better prepared for the future, and more emotionally capable of managing situations they will encounter after graduation.
To plan the interventions, an octopus model was designed in CANVA to explain the areas that combined culminate emotional intelligence. Through research, eight areas were identified as being requirements of emotional intelligence specific to nursing professionals 1) Locus of control, 2) connectedness, 3) resilience, 4) situational awareness, 5) self-soothing,6) affective domain,7) purpose and 8) gratitude (Christodoulakis et al., 2023; Garg et al., 2023; MHA, 2024; Schutte et al., 2009; Segal et al., 2013).
At this point in the study, participants are in their first semester of the program and will be followed through all four semesters. During semester 1, there is a focus on connectedness, and situational awareness. These were chosen as new nursing students often lack connection when starting a new program and are entering into a new world of healthcare where they must be more aware of the events occurring around them. To achieve connectedness, all students and participants attend a fully flipped pathophysiology classroom, that is overall gamified. This course pushes learners to work together through collaboration and experiential learning. They then use the knowledge they gained in pre-lecture and help each other construct new knowledge based on their initial understanding and finalized understanding after participating in class.
Description
Student emotional intelligence (EI) must be developed and nurtured during nursing school to set them up for success and longevity in their future nursing careers. The abstract explains the incorporation of EI as an intervention to prepare learners for their future as nurses. It focuses on background need for research, the culmination of intervention areas for EI development, and the research being conducted to hopefully raise EI in future nurses.