| CODE | HSC5110 | ||||||||||||
| TITLE | Emotional Intelligence and Emotional Competence in Health Care Practice | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Nursing | ||||||||||||
| DESCRIPTION | This study-unit aims to equip nurses, midwives and other healthcare / medical professionals with the knowledge and attitudes to understand, develop, and apply emotional intelligence skills in clinical and interpersonal settings. The focus will be on developing emotional competence skills to improve patient care, foster effective and compassionate communication, show genuine empathy, manage stress, reduce burnout, maintain mental well-being in high-stress environments, develop essential leadership roles, promote teamwork, enable ethical decision making and ensure personal well-being. Developing emotional competence can also significantly enhance intra-personal skills such as self-awareness, self-regulation, self-motivation, resilience, self-discipline and self-confidence. The above will be achieved by way of a blend of lectures and presentations, classroom discussions, panel discussions, interactive workshops, reflective journaling and sharing, case studies/scenarios, simulations, team-building exercises using virtual reality (serious game), self-assessment and group work. The study-unit is organised into logical sections with a clear progression from foundational concepts to practical application. The inclusion of all key components of EI and EC ensure a comprehensive coverage and a well-rounded understanding of the subject. The mix of lectures, interactive workshops, reflective practice, mindfulness exercises, case studies and simulations cater to different learning styles. The increased emphasis on the interactive element on this study unit fosters collaboration and engagement among participants from the beginning, which is crucial in making the development of personal emotional competence skills more impactful. Furthermore, an emphasis on real-world applications, case-studies, and role-playing ensures that learners can apply what they learn in clinical and health care settings. Last but not least, care and consideration were taken to ensure the content is inclusive and considers diverse perspectives of emotional expression, including gender, race, and cultural backgrounds. Study-Unit Aims: - Knowledge Acquisition: Provide learners with a comprehensive understanding of the concepts of emotional intelligence (EI) and emotional competence (EC), their theoretical frameworks, and their practical applications in healthcare settings; - Skill Development: Equip healthcare professionals with practical skills to recognize, assess, and manage their own emotions and those of others, especially in high-stress clinical environments; - Empathy and Compassion: Foster the development of empathy and compassion in patient care to enhance patient satisfaction, improve outcomes, and build stronger patient-provider relationships; - Communication and Relationship Management: Enhance learners' abilities to effectively communicate and manage interpersonal relationships within healthcare teams, promoting a collaborative and supportive work environment; - Leadership Growth: Develop leadership qualities in learners by integrating EI and EC into their management practices, enabling them to lead with empathy, resilience, and ethical consideration; - Stress and Burnout Mitigation: Promote emotion regulation skills within healthcare settings as a mean to stress management, decreased emotional exhaustion and prevention of burnout, ensuring healthcare professionals鈥� own well-being and sustained performance; - Ethical Practice: Address the ethical considerations and challenges associated with emotional competence in healthcare, promoting a culture of ethical decision-making and professional integrity; - Lifelong Learning: Encourage continuous personal and professional development by integrating EI and EC into everyday practice and fostering a commitment to lifelong learning in emotional intelligence. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of emotional intelligence and emotional competence, and explain their relevance in healthcare; - Describe the theoretical frameworks and historical background of emotional intelligence and emotional competence; - Identify self-awareness, self-regulation, and social awareness as components of emotional intelligence; and empathy as another important emotional construct; - Explain the role of emotions and emotion regulation in healthcare settings, including their impact on job satisfaction, stress management, and patient outcomes; - Assess one鈥檚 own emotional intelligence skills using validated tools; - Discuss common challenges and ethical considerations related to emotional competence in healthcare practice; - Describe strategies for integrating emotional intelligence into interdisciplinary team dynamics and patient care. 2. Skills: By the end of the study-unit the student will be able to: - Apply self awareness techniques and self-regulation strategies to manage personal emotions in high-stress situations effectively; - Exhibit empathy and compassion in patient care, enhancing patient-provider relationships; - Enhance social awareness and relationship management skills to improve teamwork and communication within healthcare settings; - Employ emotional intelligence skills for managing interdisciplinary team dynamics to foster enhanced collaboration and effective conflict resolution; - Develop leadership skills through the application of emotional intelligence skills, promoting a positive work environment; - Address and manage challenges and ethical considerations related to emotional intelligence skills in healthcare practice; - Create and implement action plans to improve emotional intelligence skills in professional practice; - Utilize validated tools to assess one's own emotional intelligence skills and track development over time. Main Text/s and any supplementary readings: Main Texts: - Codier, E. (2020). Emotional Intelligence in Nursing: Essentials for Leadership and Practice Improvement. United States: Springer Publishing Company. - Moss, M. T. (2004). The Emotionally Intelligent Nurse Leader. Germany: Wiley. Supplementary Readings: Articles: - Skarbalien臈 A. (2109). Emotional intelligence in healthcare. Medical Science Pulse. 2019; 13, 1: 40鈥�42. - Sattar, R., Lawton, R., Janes, G. et al. (2024) A systematic review of workplace triggers of emotions in the healthcare environment, the emotions experienced, and the impact on patient safety. BMC Health Serv Res 24, 603 https://doi.org/10.1186/s12913-024-11011-1. - Tshering K. Emotional Wellbeing and The Healthcare Workforce: A Review. J Ment Health Clin Psychol (2022) 6(2): 1-5. - Galanis, P., Katsiroumpa, A., Moisoglou, I., Derizioti, K., Gallos, P., Kalogeropoulou, M., & Papanikolaou, V. (2024). Emotional Intelligence as Critical Competence in Nurses鈥� Work Performance: A Cross-Sectional Study. Healthcare (Basel), 12(19), 1936-. https://doi.org/10.3390/healthcare12191936. - Aghajani Inche Kikanloo, A., Jalali, K., Asadi, Z., Shokrpour, N., Amiri, M., & Bazrafkan, L. (2019). Emotional intelligence skills: is nurses鈥� stress and professional competence related to their emotional intelligence training? a quasi experimental study. Journal of Advances in Medical Education & Professionalism, 7(3), 138鈥�143. https://doi.org/10.30476/jamp.2019.74922. - Joly, L., Bardiau, M., Nunes de Sousa, A., Bayot, M., Dory, V., & Lenoir, A.-L. (2023). Impact of emotional competence on physicians鈥� clinical reasoning: a scoping review protocol. BMJ Open, 13(6), e073337鈥揺073337. https://doi.org/10.1136/bmjopen-2023-073337. - Szczygiel, D. D., & Mikolajczak, M. (2018). Emotional intelligence buffers the effects of negative emotions on job burnout in nursing. Frontiers in Psychology, 9, 2649鈥�2649. https://doi.org/10.3389/fpsyg.2018.02649. Text Books: - Skiba, R. (2024). Developing and Using Emotional Intelligence at Work. United Kingdom: After Midnight Publishing. - Claudia S. P. Fernandez, Herbert B. Peterson, Shelly W. Holmstr艖m and AnnaMarie Connolly (2012). - Developing Emotional Intelligence for Healthcare Leaders, Emotional Intelligence - New Perspectives and Applications, Prof. Annamaria Di Fabio (Ed.), ISBN: 978-953-307-838-0. - Goleman, D. (1998). Working with emotional intelligence. Bloomsbury. Main Library General HD38.2 .G647. - Goleman, D. (2006). Emotional intelligence (Bantam 10th anniversary ed.). Bantam Books. Main Library General BF576 .G65 2006. - Goleman, D. (2014). What makes a leader / Daniel Goleman. More Than Sound. Main Library General HD57.7 G6. |
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| STUDY-UNIT TYPE | Lecture, Seminar and Tutorial | ||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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