Objective: To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Design: Integrative literature review. Data sources: CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Review methods: Data extraction and constant comparative analysis of 17 articles. Results: Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. Conclusions: A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.
FOSTER, K., Mccloughen, A., Delgado, C., Kefalas, C., & Harkness, E. (2015). Emotional intelligence education in pre-registration nursing programmes: An integrative review. Nurse Education Today, 35(3), 510-517. https://doi.org/10.1016/j.nedt.2014.11.009