| Abstract | Cilj: Ispitati ulogu razvoja emocionalne inteligencije i regulacije pri donošenju kliničkih odluka u sestrinstvu. Nacrt studije: Provedeno je prospektivno, intervencijsko istraživanje. Ispitanici i metode: U istraživanju su sudjelovali studenti prve godine Sveučilišnog preddiplomskog studija Sestrinstvo na Fakultetu za dentalnu medicinu i zdravstvo Osijek. Ukupno 147 ispitanika, 114 (77,6%) studentica i 33 (22,4%) studenata podijeljeno je u 3 skupine (skupinu studenata koji su prošli dodatnu edukaciju kroz seminarsku nastavu, skupinu studenata koji su prošli dodatnu edukaciju kroz seminarsku nastavu i kliničke vježbe i skupinu studenata koji nisu prošli dodatnu edukaciju). Svi studenti su ispunili upitnike prije i nakon seminarske nastave te nakon kliničkih vježbi. Instrument istraživanja bili su upitnici: Skala donošenja kliničkih odluka u sestrinstvu, Upitnik emocionalne kompetentnosti, Upitnik emocionalne regulacije i kontrole i Skala temeljnog samovrednovanja. Rezultati: Studenti sestrinstva procjenjuju donošenje kliničkih odluka na visokoj razini, medijan iznosi od 153 (147 - 157,5) do 172 (170 - 177) nakon edukacije. Postoji značajna razlika u ukupnom donošenju odluka u sestrinstvu između sve tri skupine nakon provedene edukacije na seminarima i vježbama (Kruskal Wallis test, P < 0,001). Studenti sestrinstva procjenjuju emocionalnu kompetentnost na visokoj razini, dodatna edukacija pridonosi povećanju razine emocionalne kompetentnosti te u svim područjima postoji značajna razlika između skupina (Kruskal Wallis test, P = 0,01). U području sposobnosti uočavanja i razumijevanja emocija skupina koja nije prošla dodatnu edukaciju ne pokazuje napredak (Friedmanov test, P = 0,11). Studenti sestrinstva procjenjuju emocionalnu regulaciju i kontrolu na srednjoj razini, dodatna edukacija pridonosi povećanju razine emocionalne regulacije i kontrole, između sve tri skupine nema statistički značajne razlike (Friedmanov test, P > 0,01), osim u području kontrole emocionalnih reakcija gdje studenti skupine koja nije prošla dodatnu edukaciju pokazuju lošije rezultate (Friedmanov test, P = 0,05). Temeljno samovrednovanje, emocionalna regulacija i kontrola i emocionalna kompetentnost objašnjavaju 14,8 % ukupne varijance donošenja kliničkih odluka (P < 0,001). Područja emocionalne kompetentnosti doprinose predviđanju donošenja kliničkih odluka i objašnjavaju 20,5 % ukupne varijance (P < 0,001). Najveći doprinos ima područje uočavanja i razumijevanja emocija (P < 0,001). Zaključak: Dodatna edukacija doprinosi povećanju razine emocionalne inteligencije i regulacije što doprinosi povećanju razine donošenja kliničkih odluka u studenata sestrinstva. |
| Abstract (english) | Objectives: Examine the role of the development of emotional intelligence and regulation in clinical decision making in nursing. Study design: A prospective interventional study was conducted. Participants and methods: The first year students of the Undergraduate university study programme of Nursing at the Faculty of Dental Medicine and Health Osijek, participated in the research. A total of 147 respondents, 114 (77.6%) female and 33 (22.4%) male students were divided into 3 groups (students with additional seminar courses, students with additional seminar courses and clinical practice, and students that did not receive any additional education). All students completed questionnaires before and after seminar courses and after clinical practice. The research instruments were the questionnaires: Clinical Decision Making in Nursing Scale, Emotional Skills and Competence Questionnaire, Emotion Regulation and Control Questionnaire and The Core Self-Evaluation Scale. Results: Nursing students rate their clinical decision making ability as high with a median score of 153 (147-157,5) to 172 (170-177) after the education. There is a significant difference in overall decision making in nursing among all three groups after seminar courses and clinical practice (Kruskal Wallis test, P<0.001). Nursing students rate their levels of emotional competence as high, and additional education increases the level of their emotional competence with a significant difference among the groups in all domains (Kruskal Wallis test, P=0.01). In the area of the ability to perceive and understand emotions, the group with no additional education did not show any progress (Friedman test, P=0.11). Nursing students rate their emotion regulation and control at a medium level. While additional education increases the level of emotion regulation and control, there is no statistically significant difference among all three groups (Friedman test, P>0.01), except in emotion reaction control, where the group of students with no additional education shows poorer results (Friedman test, P=0.05). Core self-evaluation, emotion regulation and control, and emotional competence explain 14,8 % of the total variance in clinical decision making (P<0.001). Areas of emotional competence contribute to the prediction of clinical decision making and explain 20,5 % of the total variance (P<0.001). The area of perception and understanding of emotions has the greatest contribution (P<0.001). Conclusion: The additional education helps to enhance the overall level of emotional intelligence and regulation and results in increased clinical decision making in nursing students. |
