Category: Emotional intelligence

Introduction

Various scholars present varying viewpoints regarding the viability of the term emotional intelligence (EI) as a subdivision of the overall description of intelligence. While some argue that emotional intelligence is a variant of intelligence as cognitive intelligence, which is measurable via the intelligence quotient (IQ), others argue that it is more of an ability or skill set that one can develop and improve on over time (Locke, 2005). However, most scholars agree on different components that essentially define the concept of emotional intelligence. One of the most comprehensive descriptions of the term defines emotional intelligence as the ability to discern emotions, whether positive or negative, understand them, manage them, and use them to one’s advantage, regardless of whether they are one’s own or belonging to others (Payne, 1986).

Goleman (1998) presents a concise integrated model, viz. the mixed model, which comprises a wide variety of skills and qualifications that are definitive in people exhibiting sufficient emotional intelligence. EI is inherent in every individual, thus presenting a justification for the ability to develop skills and qualifications relative to the concept. The mixed model consists of five main assessment areas namely self-awareness, self-regulation, empathy, social skill, and motivation (Goleman, 1998). These assessment markers provide individuals with a roadmap to assess their skills and competencies accordingly and establish strengths and weaknesses in addition to employing adequate measures to improve on weak points and enhance the overall EI. Some of the main points that define strength include self-reliance, emotional awareness, objectivity, and impulse control while weaknesses consist of elements such as low achievement drive, poor group orientation, difficulties in adaptability, and contentment.

Emotional intelligence: support for teamwork and teambuilding in nursing

One of the ways that emotional intelligence helps in the development of teamwork in nursing is through its provision of self-assessment criteria that allow nurses to understand themselves as individuals. The importance of this element originates from the tendency of personal decisions to affect others, especially in a setting where individuals need to accomplish tasks as a team, as is the case with healthcare institutions. According Buckingham (2001), a clear understanding of issues that elicit emotional responses for different individuals is essential for the establishment of objectivity in the decision-making process. Buckingham (2001) explains that the professional longing to achieve objectivity in the execution of one’s duties needs to identify emotions and analyse their effects on those around an individual before making decisions, which in most cases are critical in healthcare. This aspect ensures that a nurse’s personal problems or experiences do not cloud his or her judgment when formulating strategic plans with other healthcare professionals.

Secondly, emotional intelligence allows nurses to understand others working in the same team. The importance of understanding other individuals within a professional work environment is that it allows one the opportunity to objectively identify and select members of the staff that best match their own individuality when forming a team. In instances where a nurse lacks the luxury to pick a team with which to work, understanding others allows the individual to conduct amicable relations for the sake of proper execution of tasks, the health of the patients, and the reputation of the institution. For instance, in a situation where an introvert has to work with a sociable individual in the same team, it is important for the introvert to understand that the sociability is part of an individual’s character that cannot easily change. The introvert thus learns to identify characteristics of the extrovert that irritate him or her and dissociate with them when making group decisions. Understanding others also allows nurses working within a team setting to delegate tasks according to individual skill sets. For instance, sociable individuals work better in client-relation situations, while individuals with introverted tendencies prefer paper work to socialisations. Further, the identification of weaknesses enables members in the same team to create a support mechanism that allows individuals to address their weaknesses appropriately.

Lastly, emotional intelligence enhances communication skills for nurses, regardless of their preferred mode of communication. Although the mixed model categorises self-reliance as an indication of individual strength, it also notes the importance of teamwork through the identification of poor group orientation as a weakness. According to Mintzberg (2008), a team cannot be effective without proper communication because it facilitates the dissemination of communication when needed. Mintzberg (2008) further explains that in order to foster proper communication, individuals need to be aware of their personal communication mannerisms and discern those of other individuals working in the same team before formulating a communication strategy such as the formation of an information chain or system. Mintzberg (2008) also mentions the existence of different modes of communication of which individuals should be aware. While some people apply the use of body language such as hand gestures more often, others prefer a direct approach such as verbal communication. Understanding the reasons why people prefer certain methods is essential in establishing methods of communicating with them or interventions, in cases where such individuals indicate the need for help in establishing efficient and effective communication habits.

Maintenance of quality care

Like most professions, nursing requires the maintenance of quality standards in the execution or everyday duties in healthcare institutions. However, unlike most other professions, the level of quality also matters, as it is often a determinant factor for the establishment of life or death situations. For this reason, healthcare institutions have ethical codes of conduct that serve as guidelines on mannerisms that are permissible and those that are punishable by law in case any breaches occur. Formulators of codes of ethics understand that every individual operates by different perceptions of right and wrong and strike a balance in order to ease the decision-making process, especially in situations regarding chronic care patients. Strict compliance with codes of ethics is the main way through which nurses can enforce the highest standards in quality care. A good example of a rule that most healthcare facilities enforce in the codes of ethics is maintaining proper patient records, regardless of the duties that one has for the day. The rule ensures that patients get the right medication as per the physician’s instructions, at the right time and in the right dosage, and prevents mishaps that may cost a life and a huge financial burden on the hospital or both (Glass, 2010). The second important element in this discussion is the creation and maintenance of relationships with patients. This aspect eases tasks such as record keeping and it builds the hospital’s reputation as one that offers quality standards of healthcare for patients, both financially and personally (Stagnitti, Schoo & Welch, 2010).

Personal care and care for peers

According to Chang and Daly (2012), nurses need to adopt healthy lifestyles and help their peers do so, as part of the methods that lead to the achievement of effective safety cultures in hospitals and other healthcare institutions. Safety culture is a constituent of the organisational culture for most professions and it involves the adoption of behaviours that serve to prevent accidents at the work place. The safety culture process requires programming of behaviour during the performance of everyday tasks in order to avoid accidental occurrences of some incidents. One of the easiest methods of avoiding accidents in healthcare facilities for nurses is through getting enough sleep after long shifts. According to Stanley (2010), apart from the application of scientific innovations in the medical practice, all medical practitioners, including nurses, should ensure that they perform their duties during periods when they can focus best in a bid to avoid costly mishaps.

Lack of enough sleep often causes irrational thinking, irritability, and forgetfulness, all of which are primary causes of accidents in hospitals. It is also a good idea to help fellow nurses who get too much to handle on days when one is not very busy. Not only is it a gesture of kindness, it also builds valuable relationships, generates reciprocity, and prevents the occurrence of accidents. Exercise is important in fatigue prevention, which is another major cause of accidents in health institutions. Conducting group exercise activities makes the task executable and ensures that nurses have enough energy and proper blood circulation, both of which are important in ensuring healthy brain activity nurses require to make objective decisions.

Recommendations for future clinical practice

The main recommendation for future clinical practice that is derivable from the above literature is that health institutions’ personnel, especially nurses, should strive for robust safety cultures for the sake of their patients as well as the good reputation of the institutions they work for (Duffy & Saull, 2008). Such safety measures should include self-assessments and the application of group activities that include the improvement of the health of the nurses as a priority strategic measure aimed at preventing accidents in hospitals. Secondly, the improvement of safety cultures at health institutions should include the adoption of new technological equipment that keep the information system updated and serve patients better. For instance, although in most cases bed rails prevent high numbers of patient falls, and thus the inclusion of monitoring systems such as cameras discretely placed near patients can allow nurses to monitor more patients than they would if they undertook manual rounds as the preferred mode of monitoring. New safety cultures should improve on team building exercises within and outside the hospital setting through simulation programs that allow nurses a glimpse of what they should expect during emergencies.

Reviews of codes of conducts should occur often in order to ensure that hospital rules adapt to changing times and environments. For instance, rules regarding dress codes should ensure that nurses feel comfortable moving around in their attire without feeling outdated or embarrassed. Lastly, hospitals should employ the services of independent auditors to ensure that reviews on their current safety cultures exhibit objectivity. Often, hospitals should seek the opinions of in-house personnel and hold internal meetings in their quest to establish the progress of their safety cultures.

References

Buckingham, M. (2001). Now, Discover Your Strengths. New York, NY: Free Press.

Chang, E., & Daly, J. (2012). Transitions in nursing: Preparing for professional practice. London, UK: Churchill Livingston Elsevier.

Duffy, B., & Saull, J. (2008). Managing Risk. Chichester, UK: John Wiley & Sons.

Goleman, D. (1998). Working with Emotional Intelligence. San Francisco, CA: Jossey Press.

Glass, N. (2010). Interpersonal relating: Health care perspectives on communication, stress, and crisis. South Yarra, Vic: Palgrave Macmillan.

Locke, A. (2005). Why Emotional Intelligence is an Invalid Concept. Journal of Organisational Behaviour, 26(4), 425-431.

Mintzberg, H. (2008). Mintzberg on Management. New York, NY: Simon and Schuster.

Payne, W. (1986). A Study of Emotion: Developing Emotional Intelligence: Self-Integration- relating to fear, pain, and desire. Ann Arbor, MI: Proquest.

Stagnitti, K., Schoo, A., & Welch, D. (2010). Clinical and fieldwork placement: In the health professions. South Melbourne, Vic: Oxford.

Stanley, D. (2010). Clinical leadership: Innovation into action. South Yarra, Vic: Palgrave Macmillan.

Methodology

The research design was an emergent, content analysis based on a purposive sampling and a mixed methodology design. The researchers also used quantitative data analysis in the study. The researcher decided to use content analysis because it was appropriate for “story analysis, which aided in identifying elements of nurse practices that were difficult to identify in more empirically focused research” (Winship, 2010). The study involved reviewing stories written by nurses, which captured critical and memorable experiences of nursing.

Inclusion of sample size

The researcher selected 75 stories written and published by nurses in 2009. The author of the book obtained all stories from nurses through e-mail requests. All stories were based on inspirational stories as captured by nurses during their practices. The stories contained several issues about nursing roles across many disciplines.

Type

The study involved content analysis of inspirational stories published by nurses.

Sampling method

The researchers used purposive sampling method to select suitable stories from nurses for the study. This ensured that the study only included inspirational stories that captured experiences of nurses across several areas.

Inclusion and exclusion criteria

There were no specific inclusion and exclusion criteria. They did not use specific demographic information of the authors to select their preferred stories for analysis, but from the stories selected for analysis, there was a wide range of “age, gender, experience, clinical setting, and culture” (Winship, 2010).

Only two authors identified themselves as male, but the rest did not indicate their sex.

There were stories from new nurse graduates to nurses in later years of their careers.

The researcher included nurses from surgical departments, intensive care units, community nurses, school, and mental institutions.

Setting

Stories used in the study originated from a wide range of settings and cultures. There were nurses from medical surgical units, community nurses, intensive care nurses, school, and nurses from mental health setting.

Data collection method or research instruments

The researchers identified their source of stories from a recently published book with inspirational stories about nursing and written by nurses.

Data collection process

Based on the nature of the study, the researchers developed criteria for collecting information from stories for analysis. The procedure evolved as the study took place.

The initial stage involved identification of nursing stories with elements of emotional intelligence.

In the second phase, the researchers focused on identification of nursing concepts related to professionalism, performance, and nursing intuition.

The researchers then moved to the third phase of the process in which they explored any correlations between emotional intelligence elements and the three nursing concepts identified in the second phase.

The researchers then developed scoring criteria for emotional intelligence attributes, performance, and professionalism. Every member of the research team independently scored on each study question. They based the fourth criterion (nursing intuition) on subjective opinion of each researcher.

The researchers conducted a pilot scoring and noted there was a high interrater reliability. In the second process, they compared individual scoring and then conduct a group evaluation of stories and scores. The researchers agreed to use this method to evaluate stories and collect data.

The second stage, the researchers developed scoring procedures based on the final scores of the group from group sharing, discussion, and a review of individual scores. Out of four researchers, three had to agree on the scoring procedure for criteria 1 and 4 while criteria 2 and 3 relied on average scores. The following were the criteria used:

• Criterion 1. Presence of emotional intelligence attributes
• Criterion 2. Professionalism
• Criterion 3. Performance
• Criterion 4. Evidence of ‘nursing intuition’

Study questioned corresponded to the criterion number.

Method for Protection of Human Subjects (Consent)

All authors provided written consent for their stories to be used in the study. There were no names or any personal identifying information included on the data analyzed.

Reference

Winship, G. (2010). Is emotional intelligence an important concept for nursing practice? Journal of Psychiatric and Mental Health Nursing, 17, 940–948.

This is a research critique that explores the research problem, the context of the study problem within the existing knowledge, the relevancy of the study to nursing, and the purpose of the research “The relationship between emotional intelligence competencies and preferred conflict-handling styles.”

The Research Problem

Jeanne Morrison (2008) noted cases of conflicts and stress in the nursing profession. Many factors were responsible for conflicts and stress in nursing. They included “inadequate salary, a lack of appreciation and fairness, increasing workloads with critical cases, and poor relations with colleagues” (Morrison, 2008). Hence, the need to understand how to handle stress and conflicts in the nursing profession was critical for nurses. Morrison noted that it was impossible to eliminate conflicts and stress at workplaces but observed that learning “essential emotional intelligence (EI) skills could be helpful” (Morrison, 2008).

Study problem within the context of existing knowledge

The researcher related the study problem within the existing knowledge by citing several past studies. Morrison referred to other studies to infer that “poor interpersonal relationships among registered nurses decreased their commitment to an organization” (Morrison, 2008). She argued that registered nurses who could learn interpersonal relations skills would be effective and successful in their careers and personal lives.

Solving a problem relevant to nursing

The researcher observed that there were dynamic changes within the healthcare sector. Thus, the need to understand conflict resolution is imperative for nurses.

The study strived to show that healthcare institutions needed to develop effective conflict resolution mechanisms and equip nurses with conflict resolution skills and EI skills to avert possible challenges in the future.

The purpose of the research

The purpose of this study was to determine if “a relationship exists between emotional intelligence (EI) and preferred conflict-handling styles of registered nurses” (Morrison, 2008). Morrison noted that nurses needed knowledge in EI to handle conflicts and enhance interpersonal relations in healthcare facilities.

Reference

Morrison, J. (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of Nursing Management, 16, 974–983.

Introduction

Most of the available literature that is related to management shows that service providers who have high emotional intelligence usually garner high customer satisfaction scores (Kerfoot, 1996). As indicated by Rowell (2004), service excellence and quality health care are not only decisive, but also important in differentiating between service providers. The service providers who offer good services to their clients are more frequented by clients than those who offer undesirable services to clients. Clients usually frequent areas where the value of their money and resources is highly appreciated. Gessell and Wolosin (2004) state that patient satisfaction is a measure of the quality of medical care, as well as being a forecaster of a number of upbeat outcomes for patients and organizations. There is little available literature that offers evidence of the impact of the emotional intelligence of nurses on the relationship between patients and nurses, as well as patient satisfaction (Wagner et al., 2002; Stratton et al., 2005). Emotional intelligence has been defined as the capacity to examine one’s and other people’s feelings, and to tell them apart, with the intention of making use of this information in order to direct one’s thoughts and action (Salovey and Mayer, 1990).

As a result, emotional intelligence is thought to be a vital individual trait that is concerned with fostering nurse-patient relationship; hence, its presence in medical education curriculum has been increased tremendously. According to Goleman (1998), nurses that are more conscious of the emotions of their patients, enjoy more success in their treatment than their counterparts who are oblivious. Accordingly, three quarters of the success of a high achiever is related to emotional intelligence, while only a quarter is related to technical proficiency (Harvard & Rutgers, 2002). As a result, Epstein and Hundert (2002) note that emotional intelligence is among the evaluation items under moral and affective domains. Several medical practitioners have realized that although a number of nurses may be clinically competent, they may lack adequate practical social skills. Consequently, evaluation of emotional intelligence is presently employed in the selection of medical school hopefuls, with the intention of checking an applicant’s proficiency in interpersonal skills (Elan, 2000; Carrathers et al., 2000).

Studies on factors that affect the nurse-patient relationship mainly put emphasis on the demographic characteristics of a nurse (Duberstein, Meldrum, & Fiscella et al., 2006); whether a patient visits the same nurse routinely, or not (Kearley, Freeman & Heath, 2001); and the interview style of the nurse style (Graugaard, Holgersen, & Finset, 2006). As a result, it is very important to explore the existing association between emotional intelligence and personal satisfaction between patients and nurses. Expounding on this connection would enable nurses to not only provide clinically sound care, but to be emotionally responsive as well.

This research will investigate three concepts; the nurse-patient relationship, caring behaviors of a nurse, as well as the patient’s trust by application of a multi-source and multi-level data methodologies. These three concepts will be explored amongst nursing directors, senior staff, as well as nurses, including surgeons, who cover different specialties. This is contrary to earlier studies that used self-ratings of nurses who were board-certified in psychiatry or family medicine, individual patients, or medical students, as their units of analysis. This study will also take a look at how these concepts associate with each other.

Relationship between nurses’ emotional intelligence and patient satisfaction

Theoretical and Operational Definitions

Empirical Structure and Theoretical-Empirical Consistency

The Nurse-patient Relationship Inventory

Service providers, who have high levels of emotional intelligence, normally possess self-reported contentment with group relationships, as well as observation of increased social support. These individuals are would probably not report negative relations with other persons (Lopes, Salovey, & Straus, 2003). In the midst of the mixture of social relations appreciated by individuals, Magee and D’Antonio (1999) stated that the relationship between patients and nurses was more important than the recognition it was given. According to Magee’s and D’Antonio’s (1999) survey, the nurse-patient relationship is enormously or extremely important to 67% of those surveyed. This was greater than the relationship people had with spiritual advisors (52%), pharmacists (45%), as well as co-workers (44%). With the help of the Bar-On Emotional Quotient Inventory for evaluation of emotional intelligence, Wagner et al.’s (2002) study concentrated on the emotional intelligence of a nurse, and the nurse-patient relationship. In this study, only happiness, one of the sub-scales of emotional intelligence was interrelated to higher patient satisfaction. It is evident that the other sub-scales, mood, stress, adaptability, and interpersonal skills, were not related. The summation of scores from the five groupings provided the total score for the nurse-patient relationship. Higher scores values on the scale was a sign of an increase in the effectiveness of the nurse-patient relationship.

Caring Behaviors Inventory

Cronin and Harrison (1988) developed this definition of nurse caring behaviors Inventory scale (CBI). According to McQueen (2004), nurses have the ability to not only initiate a self-reflective procedure, but also happen to be conscious of their own emotions. In addition, Vitello-Cicciu (2003) notes that nurses that are emotionally intelligent are capable of selecting the manner in which they would react to different interactive state of affairs devoid of being emotionally weighed down by these situations. Nurses that are self-encouraged are inclined to be more unrelenting when they face difficult situations, crises and obstacles, more relentless when offering emotional support to patients, as well as more positive when they are at the center of a catastrophe. Consequently, they propagate their positive emotions, strengths and competencies to patients (Goleman, 1998).

Another expectation, which is placed on nurses, was discovered to be the demonstration of non-judgmental approach with patients, which in turn promotes a sense of security and trust. While looking at the seven-point scale, the description that nurses gave themselves was either highly or reasonably emotionally intelligent. However, this was not the case when describing emotional self-control, which had a low mean score of 3.9. On the other hand, self-encouragement had a relatively high mean score of 6.0. The instrument was developed to depict the nurses caring behaviors which comprised of 41 items rated on a five-point Likert scale.

The Trust Inventory

The Trust Inventory Scale was developed by Hall et al. (2002). Yamashita, Forchuk and Mound (2005) claim that a triumphant encounter is the gathering of social capital, which is regarded as the value that is builded up between two persons who are both parties of a relationship that is illustrated by commitment, willingness and trust; they agree that medicine can be referred to as a “covenant of trust”. According to Pearson and Raeke (2000), a patient’s trust can be defined as a collection of expectations or beliefs that a nurse would conduct himself/herself in a certain manner, and thus, offer a reassuring feeling of reliance or confidence to both the nurse and his/her intent. According to studies by Thom, Hall, and Pawlson (2004), Shenolikar et al. (2004), as well as Duberstein, Meldrum, and Fiscella (2006), there exists a positive association linking between trust, the nurse-patient relationship, and patient satisfaction. Seeing the importance that trust plays in a nurse-patient relationship, there was need to include the patient’s trust, along with the nurse’s emotional intelligence, as forecasters of the relationship between the patient and the nurse. In this case, trust was evaluated with the help of the scales given by Hall et al. (2002). The value for the Cronbach’s alpha (α) for the trust of the patient was found to be 0.92. Initially, patients had been invited and instructed to respond to 11 items by means of a five-point answer set (1 = strongly disagree to 5 = strongly agree), which was applicable to their diabetes. Higher score values on the scale was a sign of superior levels of patient’s trust towards the nurse.

Linkage

The emotional intelligence of clinical nurses in the real situation is connected to the nurse-patient relationship and the effective caring behaviors. Therefore, being aware of the emotional needs of a patient regarding the nurse-patient relationship and the effective caring behaviors will enable health organizations (and nurses) to implement changes with the intention of meeting the patients’ needs. Patients’ perception of their level of confidence in their satisfaction will be related to the nurse-patient relationship and the effective caring behaviors. Again, it is important to take care of the nurse-patient relationship and attain enhanced patient satisfaction by providing care that is both emotionally responsive and clinically sound. Training nurses in emotional intelligence could be as significant as choosing applicants to medical educational institutions with high emotional intelligence.

References

Carrothers, R. M., Gregory, S.W., & Gallagher, T. J. (2000). Measuring Emotional Intelligence of Medical School Applicants. Academic Medicine, 75 (5), 456-463.

Cronin, S.N., and Harrison, B. (1988). Importance of nurse caring behaviors as perceived by patients after myocardial infarction. Heart Lung, 17, 374-80.

Damasio, A. R. (1994). Descartes’error: Emotion, reason, and the human brain. New York: Grosset/Putnam.

Duberstein, P., Meldrum, S., Fiscella, K., Shields, C. G., & Epstein, R. M. (2006). Influences on patients’ ratings of nurses: Nurses demographics and personality. Patient Education and Counseling.

Elam, C. L. (2000). Use of “emotional intelligence” as one measure of medical school applicants’ noncognitive characteristics. Academic Medicine, 75 (5), 445-446.

Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. JAMA: The Journal of the American Medical Association, 287, 226-235.

Gesell, S. B. & Wolosin, R. J. (2004). Inpatients’ rating of care in 5 common clinical conditions. Quality Management Health Care, 13(4), 222-227.

Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam.

Graugaard, P. K., Holgersen, K., Eide, H., & Finset, A. (2005). Changes in nurse-patient communication from initial to return visits: a prospective study in a haematology outpatient clinic. Patient Education and Counseling, 57 (1), 22-29.

Hall, M. A., Fabian, C., Elizabeth, D., & Rajesh, B. (2002). Trust in the medical profession: conceptual and measurement issues. Health Services Research, 37 (5), 1419-1439.

Kearley, K. E., Freeman, G. K., & Heath, A. (2001). An exploration of the value of the personal doctor-patient relationship in general practice. The British journal of general practice : the journal of the Royal College of General Practitioners, 51 (470), 712-718.

Kerfoot, K. (1996). The emotional side of leadership: The nurse manager’s challenge. Nursing Economics, 14 (1), 59–62.

LeBlang, T., Basanta, W. E., and Kane, R. J. (1996). The Law of Medical Practice in Illinois, 2^nd ed. Rochester, N.Y: Lawyers Cooperative Publishing.

Lopes, P. N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality, and the perceived quality of social relationships. Personality and Individual differences, 35 (3), 641-658.

Magee, M., & D’Antonio, M. (1999). The Best Medicine. New York: St. Martin’s.

McQueen, A. C. H. (2004). Emotional intelligence in nursing work. Journal of Advanced Nursing, 47 (1), 101–108.

Pearson, S. D., and Raeke, L. H. (2000). Patients’ trust in nurses: Many theories, few measures, and little data. J Gen Intern Med., 15 (7), 509–513.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9 (3), 185-211.

Shenolikar, R. A., Balkrishnan, R. & Hall, M. A. (2004). How patient-physician encounters in critical medical situations affect trust: results of a national survey. BMC Health Service Research, 4 (24), 1-6.

Stratton, T. D., Elam, C. L., Murphy-Spencer, A. E., & Quinlivan, S. L. (2005). Emotional intelligence and clinical skills: preliminary results from a comprehensive clinical performance examination. Academic Medicine, 80 suppl (10), S34-S37.

Thom, D. H., Hall, M. A., & Pawlson, L. G. (2004). Measuring patients’ trust in physicians when assessing quality of care. Health Aff (Millwood), 23 (4), 124-132.

Vitello-Cicciu, J. M. (2003). Innovative leadership through emotional intelligence. Nursing Management, 24 (10), 28-34.

Wagner, P. J., Moseley, G. C., Grant, M. M., Gore, J. R., & Owens, C. (2002). physicians’ Emotional Intelligence and Patient Satisfaction. Family Medicine, 34 (10), 750-754.

Yamashita, M., Forchuk, C. and Mound, B. (2005). Nurse Case Management: Negotiating Care Together Within a Developing Relationship. Perspectives in Psychiatric Care, 41(2), 62–70.

Introduction

Adopting an appropriate bedside manner is a challenging task because of the numerous communication issues with which a healthcare practitioner (HP) is bound to deal. The lack of clarity in the provided information may affect the accuracy of the diagnosis to a considerable extent. However, by applying the strategies based on emotional intelligence (EI) and using the communication techniques that help establish trust between a patient and an HP, one will be able to create the environment in which the healthcare services of high quality can be provided.

Situation

The incident in question occurred in the Winthrop Hospital on Hematology Floor while I was taking the Med/Surge nursing clinical. An 80-year-old pleasant and intelligent male patient with a history of CLL (Chronic Lymphocytic Leukemia, ITP (Idiopathic thrombocytopenic purpura), Paroxysmal Atrial-fib, HTN (hypertension), HLD (Hyperlipidemia), and shingles, (treated) developed a fever (102.1F). A fungal infection was suspected as the possible cause of the disease due to the rise in the beta-d-glycan levels. Voriconazole was used to address the issue. The patient’s labs were as follows:

• WBC- (3.9-11) – 1.9
• Hemoglobin- (13-17) – 8.9
• Hematocrit (40-52) – 25.9
• Blood glucose (65-110) – 121
• Protein- (6.2-8.2) – 4.9
• BUN (8-21) – 22
• And he is on Meds: Micafungin 100 mg IVPB once a day
• Metoprolol 50 mg, PO, 1 tab 2 times a day
• Gabapentin 300 mg, PO, 1 cup 3 times a day
• Pantoprazole 40 mg. PO 1 tab, PO, 1 time a day
• Dabigatran elexitate 150 mg, PO 1 tab every 2 times a day
• Acetaminophen 1000 mg IVPB once a day
• Meropenem 1 gr, IVPB every 8 hours
• Pravastatin 20 mg, PO before bedtime

Background

The patient was suffering from cancer. I developed a strong bond with him while I was carrying out the initial assessment. The support and devotion that every member of his family showed were beyond impressive. However, the family members clearly lacked the information and skills for interacting with a patient in the clinical setting. Using the primary principles of a bedside manner, I provided both the patient and his family with extensive information about the significance of using gloves and surgical masks, as well as the damage that microorganisms can do to the patient at the identified stage of the disease management.

Furthermore, using my IE skills, I managed to identify problems in the patient’s current state. As the further assessment thereof showed, he needed better nourishment and support from the healthcare personnel. Furthermore, the patient was clearly experiencing hypotension (90/60 mmHg), tachycardia (HR 110 beats/min), tachypnea (RR 24 breath/min), and had pink, warm, flashed skin with fever (oliguria). As soon as the specified issues were detected, I informed the healthcare team immediately. It was suggested that intravenous therapy (IV fluids) should be used to address the patient’s needs.

Assessment and Effects

In retrospect, I believe that the steps taken to meet the patient’s needs were adequate. The fact that EI was used to spot the health issues experienced by the patient shows that the time management problem was solved in an efficient manner Indeed, when a patient as a condition that invites the possibility of a sudden turn for worse, the development of a nosocomial infection, or the emergence of any other threat, it is crucial to detect the problem at the earliest stages of its development. Seeing that a patient may not be able to articulate their problem fast, it is essential for a healthcare practitioner to be able to read the patient’s emotions successfully to identify any signs that could denote the necessity of an immediate action. Thus, the use of EI as the means of locating the problem and managing it accordingly was a sensible step to take.

Similarly, the evaluation of the quality of care and the commentary about the need to promote a more active acquisition of the relevant knowledge and skills by the patient and his family members should be viewed as an essential addition to the overall evaluation process. Although often overlooked, the process of raising patients’ awareness of their condition and the means of managing it is an important step toward creating a healthier environment for the target population. Therefore, it is imperative to make sure that both the patient and his family should be able to use the available resources, detect the instances in which the support of healthcare experts is required, and receive the necessary help. Therefore, the identification of the problems associated with the lack of family members’ awareness about the gravity of poor hygiene can be deemed as critical to the patient’s further recovery process.

Recommendations

It would have been desirable, though, to consider providing the patient and his family members with instructions about the proper behavior in the environment of a healthcare facility. To be more specific, the significance of complying with the essential hygiene standards needs to be brought up. Thus, the threat of the patent developing a nosocomial infection in the environment of the hospital will be reduced to a minimum. Furthermore, the family members will be able to meet the patient’s needs in the home setting as well (Clancy, 2014).

Myself as a Patient

As a patient, I would probably feel uncertain and scared. It is important to feel that the relevant information has been provided, which was not the case. Even though the support of the family members was extensive, it was also required that healthcare experts should have shed more light on the problem.

Ethical Issues

The case showed that a healthcare practitioner must provide the patient with enough autonomy. The identified goal can be achieved by offering the target population crucial information about their situation, the means of managing the issue, and the available information sources. Thus, prerequisites for reducing self-care deficit can be created (Berman, ‎Snyder, & Kozier, 2014).

References

Berman, ‎A., Snyder, S. J., & Kozier, B. (2014). Kozier & Erb’s fundamentals of nursing: Australian edition. Melbourne: Pearson Higher Education AU.

Clancy, C. (2014). Critical conversations in healthcare: Scripts & techniques for effective interprofessional & patient communication. Indianapolis, IN: Sigma Theta Tau.

Introduction

Emotional intelligence (EQ) is an important concept that is beneficial for people in their private and professional domains. Individuals should master EQ competencies and skills to cooperate and interact with others. As for the professional sphere, EQ is more significant for those people who frequently and directly work with customers, patients, and other persons. This description perfectly refers to every healthcare facility where the quality of interpersonal interaction can impact patient health and lives. That is why the current assignment focuses on the University Hospital, which is located in Michigan and offers its services to thousands of patients every year. In this facility, numerous medical professionals work and cooperate with one another. Nurses should do their best to develop their EQ scores because these individuals are a link between doctors and patients.

Conceptual Framework

The paper relies on the idea that EQ is a comprehensive phenomenon consisting of four specific areas. They are self-awareness, self-management, social awareness, and relationship management, and each of them is further divided into smaller competencies. Individuals should master and succeed in them to reach high EQ scores. That is why the analysis of EQ within a particular organization should be performed by considering how and whether the selected group of people incorporates these competencies into professional performance. On the one hand, this task will be performed by talking to a few nurses from the selected healthcare facility to work with primary evidence and understand how these individuals assess EQ within their organization. On the other hand, the paper will present information from scholarly sources to clarify whether nurses’ responses have some scientific background behind them. This comprehensive approach is expected to help reach credible and reliable outcomes that will be meaningful for society.

EQ among University Hospital Nurses

Self-Awareness

Nurses should invest in developing their self-awareness because this competence allows them to understand themselves and their emotions better. According to Bradberry and Greaves (2009), this ability denotes that a person should understand when, why, and what feelings and emotions emerge in particular situations. The nurses stipulate that they require emotional self-awareness, accurate self-assessment, and self-confidence to succeed in the workplace. The selected participants indicate that sufficient attention is devoted to these skills during education and training. For example, in the classroom, they learned to understand the impact of emotions on their actions, welcome constructive criticism, and be self-confident to defend their opinions. These nurses reported that those healthcare professionals who have mastered all these skills have high EQ scores and are role models for other employees who want to improve their emotional coping abilities.

Scholars additionally demonstrate that self-awareness is significant for nurses because if it is underdeveloped, negative outcomes can emerge. In particular, Soto-Rubio et al. (2020) indicate that healthcare professionals should master this skill and relevant competencies because their absence can lead to job dissatisfaction, burnout, and health issues. When nurses do not understand their emotions, cannot withstand criticism, or lack self-confidence, they can be subject to psychosomatic problems. For example, they include chronic pain, fatigue, and other harmful phenomena (Soto-Rubio et al., 2020). In other words, the presence of these complaints can be a sign indicating that individuals have problems with their self-awareness. Since the nurses did not state that such problems were widespread within the organization, it is possible to conclude that the given EQ competence is at a decent level in University Hospital.

Self-Management

Self-management is the second important competence of EQ, which refers to a person’s ability to control their emotions, actions, and thoughts. According to Stein (2018), this skill is of significance for entrepreneurs because they should stay calm to analyze situations and make correct decisions. This competency comprises a few narrower issues, including self-control, transparency, adaptability, achievement, initiative, and optimism. The University Hospital nurses mention that they are encouraged to master these skills and incorporate them into their professional practice. For example, self-control is necessary because challenging situations with patients, families, and colleagues are frequent, and nurses should control their emotions to avoid conflicts. As for initiative and optimism, these competencies allow nurses to identify problems, develop appropriate solutions, implement them, and believe in success. These facts ensure that nurses contribute to making the entire healthcare industry better and more efficient.

Even though it is challenging to overestimate the importance of self-management and its competencies, University Hospital nurses state that this domain brings a few inefficiencies in the medical organization. In particular, a few nurses lack self-control when they meet verbal aggression or rudeness. Other nurses can be pessimistic or unwilling to offer and implement initiatives to bring positive outcomes. Since these issues are present within the organization, there are conflicts among various stakeholders, which decreases the quality of care delivery. In turn, conflicts result in the fact that nurses do not want to develop and introduce any initiatives to solve the existing problems. This description demonstrates that these issues accumulate, which can contribute to the spread of stress among nurses. If this occurs, the healthcare quality will significantly worsen, which will negatively impact patients.

The investigation of evidence from a scientific and peer-reviewed article demonstrates that the selected organization indeed suffers from poor self-management skills among nurses. Mazzella Ebstein et al. (2019) stipulate that occupational stress is typical when employees do not have high EQ scores. Since various issues have a continuous impact on nurses, they experience stress that further results in conflicts and worsened relationships with colleagues, patients, and their families. In addition to that, Mazzella Ebstein et al. (2019) mention that poor self-management leads to ineffective problem-solving skills. In this case, nurses only focus on the negative aspects of the problem and fail to allocate time and effort to find a feasible solution. That is why the analysis of scholarly evidence has demonstrated that University Hospital nurses have insufficient self-management, which harmfully impacts the entire organization.

Social Awareness

This competence is different from the first two because it focuses on how people refer to the emotions of others. As Bradberry and Greaves (2009) state, this competence refers to individuals’ ability to predict, understand, and respect the feelings, emotions, and thoughts of other people. This domain further consists of empathy, organizational awareness, and service. These specific competencies are important in the healthcare sphere because they ensure that nurses are ready to perform their duties and help others. In particular, healthcare professionals are expected to be emphatic, which denotes that they should respect the emotions of others even if they are different from their own ones. Organizational awareness implies that nurses should know and share the corporate values, mission, and goals, which will make these professionals achieve them. Finally, service is a central component of the nursing profession, and it is good that EQ has a specific skill devoted to this phenomenon.

According to the answers of the University Hospital nurses, they have decent scores within the social awareness domain. Many specific examples prove this statement, and it is reasonable to focus on some of them. It is impossible to mention that nurses are indifferent or lack empathy in the organization. Every healthcare worker is ready to help patients and colleagues solve an issue irrespective of their personal relationships. Simultaneously, all these nurses perfectly understand organizational values and share them since every medical professional does their best to provide patients with high-quality care and improve their health conditions. Service competence is a central component of the entire nursing profession. That is why no one can refute that nurses perfectly cope with this task because they devote their lives to serving others. Thus, this information clearly proves that the selected group effectively incorporates social awareness competence into their activities.

It is additionally reasonable to analyze what researchers state regarding the place of social awareness in the nursing profession. According to White and Grason (2019), individuals should develop their social awareness skills to understand others and cooperate with them effectively. In particular, nurses should enhance their empathy and service to recognize the emotions and feelings of patients, families, and colleagues (White & Grason, 2019). If a nurse masters these skills, they will know when it is better to cooperate with others and when the situation is inappropriate. In addition to that, sophisticated social awareness ensures that a person can decipher others’ emotional needs and satisfy them. In the healthcare industry, this ability is important because nurses often need to report challenging information to patients and their families and comfort them. In other words, it is good that University Hospital nurses succeed in this domain since this fact makes care better and more effective.

Relationship Management

The fourth domain of EQ refers to relationship management, which is important for interpersonal communication and collaboration. According to Bradberry and Greaves (2009), this competence refers to people’s ability to rely on self-awareness and social awareness skills to establish and maintain relationships with other individuals. This domain is comprehensive and includes a few specific skills that significantly impact how people interact with others. In particular, these skills include inspiration, influence, developing others, change catalyst, conflict management, and teamwork. Each of these elements is important for a member of any group. This EQ sphere indicates that individuals should be able to inspire and influence others in specific situations. In addition to that, relationship management implies that a person can help others develop their personal and professional skills, introduce positive changes, and manage interpersonal conflicts in the workplace. According to Stein (2018), all these skills are especially significant for leaders and entrepreneurs. Since nurses should have leadership qualities to succeed professionally, it is not surprising that relationship management is important for the selected group.

The nurses from the University Hospital presented controversial assessments of their performance within the chosen domain. On the one hand, these individuals offered positive evaluations of this competence. These statements mainly referred to teamwork and conflict management since many nurses were valuable members of the team and did their best to maintain and defend a productive environment in the workplace. On the other hand, some nurses admitted their weaknesses within this competence. These inefficiencies referred to the fact that many nurses had difficulties inspiring, influencing, and developing others. Even though these medical professionals carefully and effectively performed their tasks, insufficient relationship management skills did not allow them to bring further improvement to the organization. These issues were typical among young and inexperienced nurses who did not have the required expertise to succeed in the profession.

Various researchers explain that relationship management is critical for nurses and depends on effective communication. Raeissi et al. (2022) stipulate that when healthcare professionals have enhanced communication skills, they can establish and maintain better and more productive relationships with other stakeholders. That is why various healthcare institutions tend to organize training and education sessions to help students and employees improve their skills (Raeissi et al., 2022). Since the University Hospital nurses reported some issues regarding relationship management, it is possible to suggest that these individuals had poor communication competencies. That is why the selected organization is expected to develop and implement appropriate interventions to ensure that its nurses have good communication skills that will contribute to their better EQ.

Summarizing the Analysis

The presented information demonstrates a comprehensive assessment of EQ among University Hospital nurses. It is possible to suggest that the selected group had both strengths and weaknesses in how they approached their and others’ emotions. That is why it is not rational to offer a unanimous conclusion regarding the level of EQ among the selected nurses. It is still possible to offer some significant conclusions that deserve attention. The evidence above has demonstrated that the selected individuals had high scores within the self-awareness and social awareness domains. This information demonstrates that the nurses perfectly understand their and others’ emotions. These individuals can recognize what they feel and respect what others feel, which is the basis of EQ. However, the nurses reported inefficiencies regarding the self-management and relationship management spheres, and scholarly evidence proved that the issues existed in the organization. This information demonstrates that the selected group had difficulties turning their EQ knowledge into EQ actions. Consequently, the organization should create and implement specific interventions to address the situation and bring improvement.

Implication of Research

The current research is important and valuable to the University Hospital and society. Firstly, the findings provide the organization with an understanding of its employees’ EQ. The management can now see the necessity to address the situation and develop EQ among nurses to deliver high-quality care and improve patient health outcomes. Secondly, scholars, experts, and human resource professionals can benefit from the paper because it reveals that there can be a gap between EQ knowledge and actions. If any of these areas are underdeveloped, a person cannot be said to have decent EQ competence. In other words, the given research demonstrates that it is necessary to draw more rigorous attention to analyzing EQ skills.

Conclusion

EQ is a comprehensive phenomenon that determines how people can understand, manage, and control the emotions of themselves and others. This competence is significant for all individuals, and nurses are no exception. That is why the paper analyzed EQ among University Hospital nurses. That analysis of the medical professionals’ responses and scientific literature has demonstrated that these stakeholders had EQ strengths and weaknesses. This finding makes it impossible to offer a unanimous assessment of EQ within the selected group. However, it is known for sure that the selected organization should implement specific interventions to improve nurses’ emotional management skills and competencies.

References

Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0. TalentSmart.

Mazzella Ebstein, A. M., Sanzero Eller, L., Tan, K. S., Cherniss, C., Ruggiero, J. S., & Cimiotti, J. P. (2019). The relationships between coping, occupational stress, and emotional intelligence in newly hired oncology nurses. Psycho‐Oncology, 28(2), 278-283. Web.

Raeissi, P., Zandian, H., Mirzarahimy, T., Delavari, S., Moghadam, T. Z., & Rahimi, G. (2022). Relationship between communication skills and emotional intelligence among nurses. Nursing Management, 29(4), 1-5. Web.

Soto-Rubio, A., Giménez-Espert, M. D. C., & Prado-Gascó, V. (2020). Effect of emotional intelligence and psychosocial risks on burnout, job satisfaction, and nurses’ health during the covid-19 pandemic. International Journal of Environmental Research and Public Health, 17(21), 1-14. Web.

Stein, S. (2018). The EQ leader: Instilling passion, creating shared goals, and building meaningful organizations through emotional intelligence. Wiley and Sons.

White, D. E., & Grason, S. (2019). The importance of emotional intelligence in nursing care. Journal of Comprehensive Nursing Research and Care, 4(152), 1-3. Web.

I think self-awareness is the most important trait of emotional intelligence for leaders. The capacity to comprehend and recognize one’s own feelings, thoughts, and behaviors, as well as how they affect others, is referred to. Leaders with high self-awareness are more likely to understand their own strengths and weaknesses, as well as their impact on others, which helps them make better decisions, manage stress and conflict effectively, and lead with authenticity.

Self-awareness also plays an important role in building relationships with others. Leaders who are self-aware are better able to understand and connect with the emotions of their employees, which helps to foster a supportive work environment (Emotional Intelligence (EI), 2023). Employees then perform better and are more satisfied with their jobs as a result. Furthermore, self-awareness helps leaders to manage their emotions and impulses, which is crucial for handling stress and adversity. Leaders who are self-aware are better equipped to manage their emotions, and respond constructively to criticism and negative feedback, rather than becoming defensive or discouraged. In addition, self-awareness enables leaders to adapt to different situations and adjust their behavior accordingly. For example, they can recognize when a situation requires a more empathetic approach or when a more directive approach is needed to achieve a goal. This ability to adapt and adjust is essential for success in today’s rapidly changing business environment.

In conclusion, self-awareness is the foundation of emotional intelligence, and it plays a critical role in the success of leaders. By developing their self-awareness, leaders can become more effective and successful in their roles by understanding themselves, managing their emotions, and building better relationships with others. As for your peer, it is great that you have chosen emotional intelligence as a topic to share with the group. Your explanation is clear and concise, and you have effectively highlighted the key traits of emotional intelligence that are important for leaders.

Reference

Emotional Intelligence (EI). (2023). [Power Point Presentation]

Summary

The main idea of the article consists in the fact that the modern tendency of promoting EI is the result of the profit it generates, which is why its promoters tend to provide insufficient information or lie to their potential customers. The subtopics include the negative uses of EI and the lies of the EI proponents that Tobak attempts to reveal. The latter include the idea that emotional quotient tests are unlikely to be appropriate measurement tools, that EI has no direct effect on a person’s job performance, and that it cannot change a person’s behavior. To sum up, the author aims to refute the ideas that he regards as myths about EI with the help of relevant research, expert opinion as well as common sense and personal experience.

Evaluation

The author appears to have failed to maintain an objective stance. He is against EI propaganda, and the whole article is created to criticize the popular ideas concerning EI. Tobak cites only one expert opinion that defends EI (by Travis Bradberry) only to criticize it by practically insisting that it is not credible. The only attempt at redeeming EI appears at the end of the article to be immediately refuted: “self-awareness is a very good thing in life, but it’s all too easy to mistake what lies on the surface for the genuine feelings buried deep below” (Tobak par. 21).

At the same time, the rest of the article depicts the EI arguments in the most unattractive light. According to the author, none of the promises the EI proponents is true, and EI has a “decidedly dark side” (Tobak par. 3, 7). Apart from that, “EQ testing is by no means scientific,” and the results are “essentially meaningless” (Tobak par. 13, 14). It can be pointed out that such is the general tone of the article, and the author’s style is expressive, but the fact that is it expressively negative with respect to EI means that it cannot be termed as objective.

All the arguments are presented to refute the ideas of EI proponents. In the end, Tobak also claims that EI “won’t change a thing” about a person’s behavior (par. 21). This statement is too assertive for the part of the article that is not supported by any research evidence. Also, it is important to point out that the author criticizes the “hype” around EI, not its very idea, but it does not change the fact that he is not objective.

Apart from that, Tobak is ready to adjust the evidence to serve his purposes. The evidence sources of the article have several levels of credibility, but they are treated in a similar way: they must not provide counterarguments to the author’s point of view, which prevents the well-referenced, well-argued article from becoming objective. Tobak refers to the article by Joseph and Newman but interprets in the way that suits the purpose of the text, neglecting some of the authors’ conclusions.

The results of the research by Joseph and Newman indicate that for a job that is connected to EI factors, higher EI is correlated with higher performance, which is logical, but the situation tends to be opposite for “low emotional labor jobs” (54). Tobak chooses to provide only part of the information by writing that the study “showed absolutely no broad correlation between emotional intelligence and job performance” (par. 14).

In fact, a correlation was discovered and emphasized by Joseph and Newman, but Tobak prefers to ignore this fact. Similarly, the author refers to a magazine article by Grant that is much more objective and describes EI as the knowledge and skill that can be used for good and bad purposes (par. 17). Tobak uses the negative part by pointing out the possible “devastating” effects of EI manipulation (par. 6).

He also mentions the opinion of Travis Bradberry and insists that it is not credible. Besides, Tobak mentions his experience with EQ tests and the examples of famous and successful people. The author’s interpretation of both of these types of evidence is not objective: EQ test are described as “meaningless,” and the successful people do not have “an ounce of emotional intelligence among them” (Tobak par. 14, 15). Finally, the author also uses general knowledge to support his ideas. An example of general knowledge includes the dwellings on the human brain and behavioral change: “human mind actually consists of layer upon layer of neural pathways,” which, according to the author makes EI techniques ineffective (par. 20). This conclusion is possible because the author simplifies the notion of EI.

Indeed, Tobak uses arguments that can be described as fallacies. He ridicules the argument of Travis Bradberry by insisting that emotionally intelligent people are not “flesh-and-blood humans” that do not have pessimistic thoughts or sleep problems (par. 17-18). This argument can also be described as a simplification. Another example of the same fallacy results in EI training being reduced to “simple awareness” (par. 19).

The simplification is also present in the final part, the conclusion. First of all, it does not attempt to tie the article’s initial arguments to the final one: it just sums up the latter. Most importantly, the concluding phrase is simplified and ignores the possible counterarguments: “Study emotional intelligence all you want, it won’t change a thing” (par. 21). The statement is not supported by any evidence except for the author’s assertiveness. In the end, the article provides an impression of an example of oversimplification that is the result of ignoring counterarguments and failing to be objective.

Works Cited

Grant, Adam. “The Dark Side of Emotional Intelligence.” The Atlantic. 2014. Web.

Joseph, Dana L., and Daniel A. Newman. “Emotional Intelligence: An Integrative Meta-Analysis And Cascading Model.”. Journal of Applied Psychology 95.1 (2010): 54-78. Web.

Tobak, Steve. “Don’t Believe the Hype Around ‘Emotional Intelligence’.” Entrepreneur. 2014. Web.

Abstract

My education philosophy is based on the ideas of pragmatism that had given birth to the learning theory of progressivism and the concepts of social and emotional intelligence (SEI). The key point of progressivism lies in the importance of preparing students for their future lives by teaching them critical skills, including problem-solving. SEI system is an extremely important set of skills that have been traditionally ignored by school education.

Consequently, I consider my educational philosophy to be appropriate for a public school: it enhances the ability of the latter to prepare its students for their future lives. The student-teacher relationship in progressivism is regarded as that of the learner and facilitator, which is why I believe that the teacher does not teach SEI skills but helps students learn them by providing suitable opportunities (environments and problems). As a result, I insist on the usage of group learning and projects as well as similar instructional strategies to foster effective SEI behavior in students. The skills that are being fostered are directly connected to diversity and help students to develop cultural intelligence as well.

Introduction

It is a scientifically proved fact that social and emotional intelligence (SEI) is important for a person’s psychological well-being and problem-solving abilities. A high level of SEI results in improved learning abilities, self-esteem, and lower chances of depression; underdeveloped SEI skills have an opposite effect (Chow, Chui, & Wong, 2011; Rocha & Santos, 2014). Therefore, developing these skills is necessary for any person: they are required for the normal functioning of a human being.

However, it is well-known and even proved by scientific studies that SEI skills are more often underdeveloped than not in modern people (Chow et al., 2011). The reason for this fact appears to be obvious: we are not taught these skills.

Learning is a vital part of human existence, and it is not limited to school experiences, but the role of the school in shaping the future of students is immense. Despite the importance of SEI skills, up until recently, they were mostly neglected by school education (Rocha & Santos, 2014). Nowadays, we realize that human intelligence is not limited to academic knowledge, and it is necessary to foster change and promote SEI through education, which is explained by the significance of these skills for the students’ future lives.

Worldview & Philosophy of Life

I am inclined to name pragmatism as the main type of philosophy that my worldview aligns with. I also admit that I empathize with existentialism (with the concept of the study of the self) and postmodernism (the focus on social aspects) to an extent, but the cornerstone of my philosophy is pragmatism (Ornstein, Levine, & Gutek, 2011, pp. 181, 184). In particular, my reasons for focusing on SEI are pragmatic: I believe that the school is supposed to prepare the children for their future, provide them with the essential skills, many of which are of the SEI group (Ornstein et al., 2011). Besides, I agree with the pragmatic idea of rejecting the attempts at answering metaphysical questions.

One needs beliefs to find the purpose of life, but I acknowledge the right of others to answer the metaphysical questions in their way. I have to admit that this is a rather existentialist view, but it is reasoned by pragmatic ideas (Ornstein et al., 2011, p. 181). Similarly, the idea of the relativity of values appeals to me. In the pragmatic view, whatever contributes to the development is of value; naturally, there are limits, but the very idea of relativity means that every case is specific but similarly important. In other words, I will not let my personal views interfere with my work with the student and produce bias.

One of the primary values I promote is that of identity and individuality as well as self-understanding and self-development (once again, close to existentialism). The individual approach is also of consequence for my educational philosophy despite the criticism it receives together with warnings of social chaos (Hargreaves, 2002). This stance is rational: individual people have their own needs, and their development is going to be unique, so insisting that one size fits all is not pragmatic.

Finally, I agree with the epistemological stance of pragmatists. We are capable of knowing what we had experienced; our knowledge is tentative and often needs to be flexible to suit the changing environment (Ornstein et al., 2011, p. 177). It does not presuppose rejecting all the knowledge that had been gathered by the centuries of human experience: what we know is in many ways what “our fathers have told us” (Psalm 78:3-8).

Still, I like the fact that pragmatic stance promotes reviewing and adjusting knowledge: I believe that it is of primary importance for human development. Thus, our knowledge stems from problem-solving and ongoing human experience; the key aim of this knowledge is, in turn, problem-solving. All these aspects of my worldview are interconnected with the knowledge base underpinning my educational philosophy.

Philosophy of Schools & Learning

The knowledge base that guides me in my educational philosophy is primarily concerned with John Dewey, and he is the figure I would like to discuss. He is one of the main theorists of pragmatism, and he has greatly influenced the development of the educational theory (Ornstein et al., 2011, p. 176; Gutek, 1995, p. 482). He developed the concepts of experience and environment in education and emphasized the importance of problem-solving. Apart from that, Dewey also promoted the idea of social intelligence as an asset for solving social problems and considered group activity to be the primary tool for its development (Ornstein et al., 2011, p. 112).

The correspondent educational theory is progressivism, and it aligns with my educational philosophy. Progressivism is based on experiential theory and emphasizes the importance of experience in learning; it also promotes the individual approach that is aimed at the development of crucial skills (Ornstein et al., 2011, p. 180). Technically, progressivism is the foundation of my educational philosophy.

Other ideas of Dewey are also applicable to my worldview. The concept of the tentativeness of knowledge corresponds to the current trend of reflective teaching: the changing environment requires continuous reviewing of the teaching methods (Ornstein et al., 2011, p. 15). Also, Dewey’s ideas included the democratization of schools and opposed segregation (Ornstein et al., 2011). This stance corresponds to the changes in modern society and the idea of the inclusiveness of teaching.

Another important aspect of the professional knowledge employed in my educational philosophy is the SEI itself. The idea of “other” intelligence was developed by Gardner (2011), and although neither social nor emotional intelligence was named by him, his intrapersonal and interpersonal types of intelligence seem to be related to SEI. The contribution of Gardner (2011) to the understanding of multiple intelligences and the development of educational theories has been acknowledged by the academic society as stated by UNESCO (2010). Since then, the concepts of social and emotional intelligence have been developed and united in a single system of skills that help a person to understand oneself and other people to develop an “effective social and emotional behavior” (Rocha & Santos, 2014, p. 136).

Based on pragmatism, progressivism, and the theory of SEI, my philosophy suggests that the purpose of schools consists of providing tools for problem-solving in the future life. Given the fact that SEI skills are essential for problem-solving in the modern environment, the educational practice that is discussed here incorporates them.

Educational Practice

The need for social skills development is obvious for anyone who has ever been involved in teaching activities. Emotional intelligence more subtle, but once you realize that conventional knowledge is not the only determinant of a person’s success, you begin to wonder how to help people develop other its elements, and the obvious conclusion is that this is the function of schools. The next step lies in defining how to develop these elements: linking the theory to practice.

Progressivism is an educational theory has its specific tools that I find suitable. Primarily, it is aimed at developing crucial skills through various activities and projects aimed at problem-solving with particular attention paid to group activities (Ornstein et al., 2011, p. 180).

Therefore, group learning with the emphasis on critical thinking is of the primary importance of the instructional strategies. Also, I would like to point out the significance of computerized instruction: it reflects the need for modernization and is pragmatic (Ornstein et al., 2011, p. 443). As for the skills that are supposed to be developed this way, they include group work, leadership, critical thinking, problem-solving skills, and others, such as, for example, cultural intelligence skills (Rocha & Santos, 2014, p. 136). Finally, to ensure that I am taking into account the needs of my students, I will employ the reflective teaching practice that is in line with the ideas of Dewey: I will continuously review our progress with the students and modify my strategies whenever needed.

Teacher-Learner Relationships

In progressivism, the teacher is regarded as a facilitator of the natural process of students’ development, which I agree with (Ornstein et al., 2011, p. 180). Students learn about themselves and the environment, students share the knowledge and teach each other, and the teacher helps them to do so, uses strategies and tools that allow students to discover and produce knowledge themselves. The methods of teaching described above are aligned with this view: they encourage students to interact with the environment, solve problems and receive experience. However, I also believe that discipline is an important part of teaching that facilitates the process of studying; therefore, the teacher as a facilitator needs to keep students in line. After all, in the Bible, it is clearly stated that the student cannot be “above” the teacher (Matt. 10:24). Still, the line, in my opinion, is a modifiable concept: it depends on the needs of the students.

Diversity

As it was mentioned, Dewey insisted on inclusive education. Student diversity is a fact of life: every learner possesses a unique personality, but there is also gender-based, cultural, and racial-cultural diversity, which poses both challenges and opportunities. There exists scientific evidence to the idea that students who attend multi-cultural school environments have a better level of communication skills (Gurin & Lopez, 2004).

Similarly, it has been suggested that the diversity of a class promotes the academic and creative growth of the students due to the increased amount of varied experience (Banks, 2015). On the other hand, diversity has also always been a source of conflict, so the management of diversity can be regarded as a vital teacher skill. Apart from that, a specific diversity issue concerns students with disabilities: they have particular needs that the teacher must realize (Ornstein et al., 2011, p. 15). In general, respect towards the individuals and their diversity is a core feature of my educational philosophy. After all, as stated in the Bible, we are all the parts of one body: we are all different, but equally important (Cor. 12:12-30).

Conclusion

To sum up, my educational philosophy is based on progressivism, SEI theory, and experiential learning that are combined and occasionally complemented by other theories and individual ideas (for example, reflective teaching). I believe that school education is supposed to be pragmatic and prepare the students for their future life; given the importance of SEI skills, I think that we need to help students develop them. I purposefully avoid the word “teach” as, in this stance, the teacher is a facilitator and students are the learners. The teacher creates an environment, the interaction with which grants students a particular experience.

The teacher encourages the interaction of students with each other and seeks to manage the diversity of the class to meet challenges, avoid dangers, and use the advantages of it; the latter aspect is directly connected to SEI skills. The teacher also seeks to find individual approaches to help the students depending on their needs. As a result, the education of students will be improved since this approach acknowledges the importance of various types of intelligence.

References

Banks, J. (2015). Cultural diversity and education. London: Routledge. Web.

Chow, B. W., Chui, M. M., & Wong, S. W. (2011). Emotional Intelligence, Social Problem-Solving Skills, and Psychological Distress: A Study of Chinese Undergraduate Students. Journal Of Applied Social Psychology, 41(8), 1958-1980. Web.

Gardner, H. (2011). Frames of mind. New York, NY: Basic Books. Web.

Gurin, P., & Lopez, B. (2004). The benefits of diversity in education for democratic citizenship. Journal of Social Issues, 60(1), 17-34. Web.

Gutek, G. (1995). A history of the western educational experience (2nd ed.). Long Grove, IL: Waveland Press. Web.

Hargreaves, D. (2002). A sociological critique of individualism in education. British Journal of Educational Studies, 28(3), 187-198. Web.

Ornstein, A., Levine, D., & Gutek, G. (2011). Foundations of education. Belmont: Wadsworth Cengage Learning. Web.

Rocha, Á., & Santos, V. (2014). The Influence of Information and Communication Technologies on the Development of Social and Emotional Intelligence in a School Context. International Journal of E-Education, E-Business, E-Management And E-Learning, 4(2), 135-137. Web.

UNESCO. (2010). Most influential theories of learning. Web.

Literature Review

The situational leadership style can be used to solve problems on what a leader can do if group members disagree with newly introduced changes (Spector, 2005, p.3). The situational leadership style is based on a combination of task behavior, active listening, relationship behavior, constant interactions, leadership flexibility, and communication to find the best possible solutions to problems (Tang, 2007, p.5).

On the other hand, behavioral leadership focuses on the behavioral traits of a leader to stimulate certain behavioral responses by people who are led by the leader to develop quality, dedication to duty, and talent enhancement to stimulate and enhance employee performance (Walker et.al, 1998, p.1).

Here, behavior can be conditioned to achieve the anticipated response. Psychologist agree that leadership capabilities of men of old was due to their masculine traits and innate personal qualities which inherently influenced the most effective group (Watson, Hubbard & Wiese, 2000, p.2-9). Born leaders are characterized by innate drive, motivation, ambition, self-confidence, creativity, integrity, charisma and flexibility. On the other hand leadership can be promoted, because leadership can be taught (Vrba, 2007, p.3-5).

The transactional leadership style defines a leader who focuses on task responsibilities, motivates followers by their own self-interest, strives to fulfill goals based on a system of contingence rewards, and exchanges wages for the work done (Wong & Law, 2002, p.2-9). Such leaders lead by reward and punishment, issuance of directives. The leaders are action oriented, think inside the box to solve problems, very passive, and practice management by exception (Sosik & Megarian, 1999, p.5).

Methodology

The methodology used in this study was to gather qualitative data based on a survey, interview, and personality test on Thomas Vo. Thomas was selected to represent the class because of his diverse leadership experience in different settings. Preparations were made early and the interview started at 10:00 am. Surveys were conducted online and questionnaires were administered to the respondents directly.

The qualitative research method was used based on the interview which focused on the situational, great man and transactional leadership questionnaires to collect objective answers. The class ensured Thomas provided credible explanations by providing holistic explanations with class’s consensus in the natural setting of the class.

The findings could be made transferable because the results could be generalized in any leadership situation based on judgment by the class and the professor, dependable because the results on the interview and the questionnaires on leadership theories could be replicated, and confirmed because each member of the class contributed to the findings. The personality test was conducted to identify the critical characteristics of Thomas as a leader draw on psychoanalytic study of introverts and extroverts.

Resource Analysis

Results due to the situational leadership questionnaire showed Thomas to a proactively listener to team members’ opinions, and used the results after careful evaluation to maintain and control implementation of decisions if team members disagreed with the action imposed.

That was in agreement with Thomas’s statement in the interview where he actively listens keenly to others before making decisions. That was also consistent with the situational leadership theory. In addition, Thomas’s option in the case of a member who tried to skip a meeting by taking a sick leave confirmed that he could have to talk with the member and explain the importance of the meeting, a trait consistent with the situational leadership style.

Thomas’s response to self-evaluation showed the behavioral leadership style components, which were elements consistently found in the survey, questionnaire, and interview statements. However, not all the elements that define behavioral leadership were present; implying the kind of leadership traits characterizing Thomas’ leadership style is a combination of different leadership theories.

The great man’s leadership theory characteristics lacked because the basis of the theory is that leaders are born. Thomas acquired his leadership skills through training and experience, which refuted the presence of the traits of the great man theory. Thomas agreed that he was not born a leader, but made a leader, which implies leadership can be learnt and made.

The interview and survey showed that transactional leadership traits were inherent in Thomas, who agrees that bonuses were given to members at the end of the year based on their productivity, a situation that is defined on a reward and punishment basis.

Thomas agreed that imposing the maximum penalty corresponding to the severity of a mistake further showed the inherent characteristic of the transactional leadership element. Personality test showed Thomas’s leadership style to combine both extrovert and introvert characteristics. Thomas conducts self-evaluation on a daily basis in the evening after work to identify areas of improvement.

Conclusion

An analysis based on the evidence from different leadership theories, survey data, interview data, and personality test showed that Thomas to be an extrovert in combination with some introvert personality traits. That was because Thomas alludes to be energetic, reflective, intuitive, talks much, is lively, and is patient. Further analysis of the sources of information revealed Thomas to widely borrow leadership traits from different leadership theories.

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