Ability-Based Emotional Intelligence Training in Nursing Students: An Action Research on Emotion Regulation and Mental Empowerment

Abstract

Objective: The aim of this study is to explore in depth the changes created by training based on the Ability-Based Emotional Intelligence Model in nursing students. Method: This action research, conducted with a qualitative design, comprised three phases: before, during, and after the intervention. The study was carried out with 30 first-year nursing students. The students received training based on the Ability-Based Emotional Intelligence Model, consisting of 14 modules. After completion of the training, in-depth interviews were conducted with the students. Data were analyzed using thematic analysis. Results: Under the main theme of Perceiving Emotions, the subthemes of Awareness of Suppressed Emotions and Self-Awareness through Attributing Meaning to Emotions emerged. Under the theme of Facilitating Thinking through Emotions, the subthemes of Reasoning through Emotions and Consciously Regulating the Impact of Emotions on Reactions were identified. Under the theme of Understanding Emotions, subthemes of Ability to Differentiate Between Multiple Emotions and Deepening of Emotional Empathy were revealed. Finally, under the theme of Managing/Regulating Emotions, the subthemes of Developing Strategies to Cope with Triggering Emotions and Ability to Regulate the Intensity of Emotional Expression were determined. Conclusion: The study revealed that training based on the Ability Model of Emotional Intelligence enhanced nursing students’ self-awareness and ability to manage their emotions more consciously. These findings suggest that EI-based education can play a valuable role in supporting both personal growth and professional competence in nursing students. Accordingly, it is recommended that emotional development-focused courses based on the Ability-Based Emotional Intelligence Model be systematically integrated into the nursing curriculum.

Keywords

• Emotional intelligence
• nursing students
• emotion management
• self-confidence
• action research

Yetenek Temelli Duygusal Zekâ Eğitimi: Hemşirelik Öğrencilerinde Duygu Düzenleme ve Ruhsal Güçlenme Üzerine Bir Eylem Araştırması

Abstract

Amaç: Bu çalışmanın amacı, Yetenek Temelli Duygusal Zekâ Modeli’ne dayalı eğitimle hemşirelik öğrencilerinde ortaya çıkan değişimleri derinlemesine incelemektir. Yöntem: Nitel desende yürütülen bu eylem araştırması, eylem öncesi, sırası ve sonrası olmak üzere üç aşamadan oluşmuştur. Araştırma, birinci sınıfta okuyan 30 hemşirelik öğrencisiyle gerçekleştirilmiştir. Öğrenciler, 14 modülden oluşan Yetenek Temelli Duygusal Zekâ Modeli temelli bir eğitim almış, eğitim tamamlandıktan sonra derinlemesine bireysel görüşmeler yapılmıştır. Veriler tematik analizle değerlendirilmiştir. Bulgular: Duyguları algılama ana temasının altında; bastırılan duyguların farkına varma, duygulara anlam yükleyerek benlik tanıma, duygularla düşünmeyi kolaylaştırma ana temasının altında; duygular yoluyla akıl yürütme ve duyguların tepkilere etkisini bilinçle ayarlama alt temalarını, duyguları anlama ana temasının altında çoklu duygular arasında ayırt etme becerisi ve duygusal empatinin derinleşmesi alt temalarının açığa çıktığı görüldü. Son tema olan duyguları yönetme/düzenleme ana temasının altında ise tetikleyici duygularla baş etme stratejisi geliştirme ve duyguların ifade yoğunluğunu ayarlayabilme alt temalarının oluştuğu belirlendi. Sonuç: Eğitim, öğrencilerin öz farkındalıklarını ve duygularını bilinçli yönetme becerilerini geliştirmiştir. Bulgular, duygusal zekâ temelli eğitimin hem kişisel gelişim hem de mesleki yeterlilik açısından önemli katkılar sağlayabileceğini göstermektedir. Bu nedenle Yetenek Temelli Duygusal Zekâ Modeli’ne dayalı duygusal gelişim odaklı derslerin hemşirelik müfredatına sistematik olarak entegre edilmesi önerilmektedir.

Keywords

• Duygusal zeka
• hemşirelik öğrencileri
• duygu yönetimi
• özgüven
• eylem araştırması

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