Emotional Competence of the Nurse: meaning assigned

Emotional Competence of the Nurse: meaning assigned Lucília Nunes, PhD, MScN, RN lucilia.nunes@ess.ips.pt Sandra Xavier, PhD, MScCH, RN sandraxav@sapo.pt July 4, 2015 Beginning of the Path Research question What is meant by emotional competence of nurses on providing care in the end of life? General purpose Signify/ mean emotional competence of nurses on providing comfort to the individual end-of-life. Conceptual Path Theoretical affiliation - Jean Watson [philosophy of caring] and Palmela Reed [theory of self transcendence, 2008] in the context of scientific field of nursing - Rafael Bisquerra in the field of emotional competence. Methodological Path Methodological framework qualitative nature, descriptive and exploratory Sample - Nurses (34) - Persons who experience the end-of-life (12) Data collection and Analysis - Structured interview - Critical discourse analysis, Norman Fairclough Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Emotional Regulation Emotional knowledge Set of capabilities that allow us to know, regulate, achieve and manage the emotional phenomena in order to build and maintain interpersonal relationships in affective environment Emotional Autonomy Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Emotional Regulation Emotional knowledge Ability to meet the personal emotions and the Other, and their impact on emotion-cognitionbehavior triad Emotional Autonomy Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Emotional Knowledge Ability to meet the personal emotions and the Other, and its impact on emotion-cognitionbehavior triad  Identifies and locates personal emotions  Identifies and locates emotions of others  Identify behaviors that generate emotions Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Emotional Regulation Ability to regulate emotional expression, so as to generate positive emotions  Expresses emotions  Regulates the expression  Manages emotional conflicts  Self generates positive emotions Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Emotional Autonomy Ability to achieve emotional autonomy, in order to build the day-to-day with positive emotional tone  Builds positive day-to-day  Acts with emotional involvement  Faces obstacles  Build emotional relationships  Reflects facing the context Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Social Competence Ability to build and maintain interpersonal relationships, accepting individual choices  Adopts listening attitudes  Initiates and maintains communication  Accept choices  Keeps emotional sharing  Regulates the experience Discursive route and Path Potentialities Nurse Emotional Competence Context of end-of-life care Life Skills and Wellness Ability to manage the mechanisms of selfdefense by organizing the thinking and attitudes in order to achieve balance and wellbeing  Sets Goals  Makes decisions  Identifies needs and resources  Promotes meaningful activities Discursive route and Path Potentialities The theoretical reduction performed strengthens and extends the scope of the Rafael Bisquerra pentagonal model, particularly the significance of emotional competence in the field of health. Build construct 'emotional competence of nurses' allowed to find the descriptive statements of five (5) capabilities that compose, and twenty-one (21) units of competency. Discursive route and Path Potentialities The development of emotional competence of nurses should be anchored in an educational process, particularly in emotional education, taking as its main objective the emotional-intellectual development of the nurse, which consequently enhances the effectiveness of nursing care provided to the person at the end of life. Discursive route and Path Potentialities The formation and the emotional education of nurses are assumed as a way to optimize the quality of health care provided by these professionals, so it is reiterated that the curriculum should focus on an emotional education paradigm as crosscutting themes to different areas of knowledge. Emotional Competence of the Nurse meaning assigned Lucília Nunes, PhD, MScN, RN lucilia.nunes@ess.ips.pt Sandra Xavier, PhD, MScCH, RN sandraxav@sapo.pt July 4, 2015