Rajiv Gandhi University of Health Sciences s67

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES KARNATAKA BANGALORE.

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION 1. NAME OF THE CANDIDATE AND MR.GUNDURAO.R.KESNURKAR

ADDRESS 1ST YEAR M.SC NURSING, INDIAN COLLEGE OF NURSING, TILAK NAGAR, BYPASS ROAD, CANTONMENT, BELLARY – 583104 2. NAME OF THE INSTITUTION INDIAN COLLEGE OF NURSING, TILAK NAGAR, BYPASS ROAD, CANTONMENT, BELLARY – 583104 3. COURSE OF STUDY AND SUBJECT 1st YEAR M.SC NURSING , PSYCHIATRIC NURSING, 4. DATE OF ADMISSION OF THE COURSE 5. TITLE OF THE STUDY “ A STUDY TO ASSESS THE EMOTIONAL INTELLIGENCE OF NURSING STUDENTS STUDING IN SELECTED NURSING COLLEGE OF , BELLARY” BRIEF RESUME OF THE INTENDED WORK.

6.1 Introductions

All humans are emotional. The way we deal with one another is on an emotional level and it is extremely important to us. Our emotions are powerful and they determine all the other aspects of our behavior and the impact it has on the other people around us. The way we communicate with others all depends on the emotional carousel that we are on. Hence, in order to improve our life we need to be in charge of our emotions and be emotionally intelligent. The quality of our lives depends on how well we are able to harness our emotions.

Any self help book that you were to pick up will let you know about emotional intelligence. It certainly is the topic of the shelves. We must learn to control our emotions before it becomes the other way round. The word emotional intelligence was first used by Pete Salovey who is a psychologist at Yale and John Mayer of the University of New Hampshire. They went on to tell us about the qualities that help us understand the feelings of the people around us. They are empathy, understanding and so forth. Previously, it was only the person’ IQ that was taken into consideration whereas nowadays EQ is given equal importance. The happier you want to becoming life the better you must be at maintaining your own emotions and judging the other person effectively.

You will be able to generate emotional awareness by becoming aware of your own thoughts and feelings. In order to do so you must be honest with yourself and sift out the petty from the crucial. You must have confidence in yourself and be comfortable in communicating your feelings to those around you.

You must be empathetic towards the other people around you. Listen to them and pay close attention to what they say and how they say it. Emotional sensitivity will enable you to forge long lasting relationships. You will not only focus towards your individual goals but collective goals as well. This generates a feeling of well being internal and external for you too. Learn to manage your emotions: Start taking responsibility and ownership for your actions. You can’t be blaming someone else or the circumstances at all times. Pursuit of happiness are important. Set goals for you that is realistic and hence achievable. Research has shown that the human body is such that it feels before it thinks. We all do this as it is a natural instinct deeply rooted in all of us. Being aware of yourself and the way you react will enable you to deal with feelings better. Self control will be a part of that exercise. Coping techniques such as breathing deeply, talking slowly and taping your foot to slower down will be a part of you. Learn to remain positive come what may. Do not let negative emotions overtake you. Keep pessimism at bay. Look at obstacles as learning opportunities that you can grow with.

Lastly, remember that it is not about the tricks of manipulation. You need to know the feelings of the others around you and yours and act with integrity after it into consideration. People can be smart or street smart but the winners have that plus emotional intelligence on their side. The balance that one is able to strike between all of these will make them a successful trapeze artist of life. People who practice this are looked up as great thought inspiring leaders who lead from the front. Everyone who is in their presence is treated with due respect.

If you have emotional intelligence you will have a high amount of confidence in your abilities. No amount of life’s travails will diminish that. Also, you will be happy and update at all times. You will understand the nitty gritties of life and learn to deal with those successfully.

Ways in which you can improve emotional intelligence are:-

 Become accountable for your happiness. It is certainly in your hands how you feel.  Look within rather than trying to put the buck somewhere else.  Learn strategies to help you deal with the downslides in life. Do not let your emotions overrun you.  Practice being honest with yourself. Acknowledge negative feelings and look for their root cause.  Every negative situation must be looked as an opportunity to learn and move on.  Respect everyone around you.  Do not go close to people who do not acknowledge your feelings and respect you.  Listen more than you speak.  Learn to judge body language. Look for facial expressions, gestures and tone.  Remember that it is a skill and needs to be worked at. You will end up emotionally intelligent by practicing all of these.

There are real health and wellness benefits for being resilient. It’s something worth striving for, if you aren’t already that way. Importantly, resilience is a learnable skill. Most anyone can become more emotionally resilient if they work at it.

Growing in emotional resilience requires that you work towards greater self- knowledge. It is important, for example, that you to learn to identify how you react in emotional situations. Become aware of how you react when stressed helps you gain better control over hose reactions. A good framework to help guide you towards becoming more aware of your emotions is something called Emotional Intelligence.

The term ‘Emotional Intelligence’ was coined by psychologists John Mayer and Peter Salovey in different situations, combined with your ability to use emotions to make yourself more intelligent overall. Emotionally intelligent people are able to accurately recognize and comprehend emotion, both in themselves and in others, to appropriately express emotion, and to be able to control their own emotion so as to facilitate their own emotional, Intellectual and spiritual growth. In short, emotionally intelligent people intentionally use their thinking and behavior to guide their emotions rather than letting their emotions dictate heir thinking and behavior. People who are highly emotionally intelligent tend to also be highly emotionally resilient.

In order to become emotionally intelligent, it is necessary to develop the following five skill domains: . Self-awareness: Self-awareness involves your ability to recognize feelings while they are happening. . Emotional management: Emotional management involves your ability to control the feelings you express so that they remain appropriate to a given situation. Becoming skillful at emotional management requires that you cultivate skills such as maintaining perspective, being able to calm yourself down, and being able to shake off out-of-cotrogrumpiness, anxiety, r sadness. . Self-motivation: Self motivation involves your ability to keep your actions goal-directed even when distracted by emotions. Self motivation necessarily includes being able to delay gratification, and avoid acting in impulsive ways. . Empathy: Empathy involves your ability to notice and correctly interpret needs and wants of other people. Empathy is the characteristic that leads to altruism, which is your willingness; put the needs of others ahead of your own needs. . Relationship Management: Relationship Management involves your ability to anticipate, understand, and appropriately respond to the emotions of others. It is closely related to empathy.

These various skills work together form the basis of emotionally intelligent behavior.

People come to the challenge of emotional intelligence with different strengths and weaknesses. Where some find if easy to develop self-awareness and empathy, others have a difficult time, or don’t easily recognize the need. Luckily, emotional intelligence (likewise emotional resilience) is something that can be cultivated and developed. You have the ability to learn hoe to better work with emotions sp as to improve your mental, physical, and social health8. 6.2 Need for the study:

In the last decade or so, science has discovered a tremendous amount about the role emotions play in our lives. Researchers have found that even more than IQ, your emotional awareness and ability to handle feelings will determine your success and happiness in all walks of life, including family relationships. For parents, this quality of "emotional intelligence" as many now call it-- means being aware of your children's feelings, and being able to empathize, soothe, and guide them. For children, who learn most lessons about emotion from their parents, it includes the ability to control impulses, delay gratification, motivate them, read other people's social cues, and cope with life's ups and downs.

"Family life is our first school for emotional learning,” writes Daniel Goleman, psychologist and author of Emotional Intelligence, a book that describes in rich detail the scientific research that has led to our growing understanding of this field. "In this intimate cauldron we learn how to feel about ourselves and how others will react to our feelings; how to think about these feelings and what choices we have in reacting; how to read and express hopes and fears. This emotional schooling operates not just through the things parents say and do directly to children, but also in the models they offer for handling their own feelings and those that pass between husband and wife. Some parents are gifted emotional teachers, others atrocious."

That is why I wanted to motivate the parents to deal with their children’s Emotions ups and downs very effectively which provides a pavement for emotional intelligent development.

With more than half of all marriages now ending in divorce, millions of children are at risk for problems many social scientists have linked to family dissolution. These problems include school failure, rejection by other children, depression, health challenges, and antisocial behavior. Such problems can also affect children from unhappy, conflict-ridden homes even when their parents don't divorce. Our own research shows that when a couple constantly fights, their conflict gets in the way of their child's ability to form friendships. We also found that marital conflict affects a child's schoolwork and increases the child's susceptibility to illness. We now know that a major result of the epidemic of ailing and dissolving marriages in our society is an increase in deviant and violent behavior among children and teenagers.

While such findings are obviously relevant for families who are currently struggling with marital problems and the aftermath of a divorce, we expect that further research will reveal that Emotion-Coaching can buffer children against a

whole host of other conflicts, losses, and heartaches as well 8.

6.3 Statement of the problem

“A Study to Assess the Emotional Intelligence of Nursing Students at Indian College of Nursing, Bellary”

6.4 Objectives of the Study:

1} To assess the level of emotional intelligence of nursing students.

2} To find out the association between the level of emotional intelligence and demographic variables.

6.5 Operational definition:

1. Nursing students: students who are studying GNM and B.Sc Nursing at Indian college of nursing Bellary.

2. Emotional intelligence: “ It can be defined as your ability to use your emotions intelligently and appropriately in different situations, combined with your ability to use emotions to make yourself more intelligent overall”.

6.6 Inclusion criteria:

1} The students of all the disciplines’

2} Those who are present during the period of data collection.

6.7 Exclusion criteria:

1} those who are not willing to participate in the study.

2} those who are interns of that batch \ year. 6.8. Assumption:

1} Nursing students gives relative information for the study

2} There are individual differences among both GNM & BSc nursing students.

6.9 Review of related literature

A study conducted on state of science of emotional intelligence related to nursing leadership an integrative review. The objective of our study is to explore the state of science of emotional intelligence (EI) related to nursing relationship and its critiques. The phenomenon of EI has emerged as a potential new construct of importance for nursing leadership that enhances educational, organizational, staff and patient outcomes. A literature search was conducted using international data bases covering in the period 1999-dec 2009. Critical reflection seems to be associated with unsubstantiated predictive validity in nursing leadership. It is important to possess in depth of knowledge of EI and its scientific critique when integration of nursing research, educational and practical setting. More attention to the nature of EI is necessary1.

A study conducted on EI and nursing among faculty of nursing in university of Alberta, Canada. The purpose of this study is to present findings of an integrative literature review related to emotional intelligence and nursing. A large body of knowledge related to EI exists outside nursing. A broad understanding of nature and direction of theory and research to EI is crucial to build knowledge within this field of inquiry. A broad search of computerized data bases focuses on articles published in English during 1995- 2007 was completed. Extensive screening to determine current literature themes and empirical research evidence completed in nursing. 39 articles are include in this integrative literature review. The literature focuses on nursing practice and clinical leadership. This literature reveals widespread support concept of EI in nursing. Emotionally intelligent leaders influence employee retention, quality of care and patient outcomes2. A study was conducted on EI in medicine at Imperial College; London the aim is to review of EI through context of the Accreditation Council for graduate medical education competencies. MEDLINE, EMBASE, PsycINFO, the Cochrane databases of systematic reviews and the Cochrane central register of controlled trails were searched for English language article published between January 1980 and March 2009.Information about the majors used to assess the study parameters or domain, and educational and clinical outcome was extracted the literature searched identified 485 citations. The retrieval of 24 articles for full text assessment, of which 16 articles were included in final review. 11 studies focused on PG, 4 on UG and 1 on medical school applicants. 6 out of 7 studies found women to have higher EI than men. Higher EI was reported positively on doctor patient relationship, increased empathy, team work and communication skills and stress management organizational management and leadership. Majors of EI correlated with many of competencies that modern medical curricula seek to deliver3.

A study conducted on EI and addictions at Eotvous Lorand University, Budapest, Hungary reveals an expending number of research articles have examined the relationship between EI and physical, mental health. The relationship between EI and addictive disorders has, however, remained relatively well hidden. We identified 51 articles on the topic of which 36 fulfilled our inclusion criteria. Results indicate that lower level of EI is associated with more intensive smoking, alcohol use and illicit drug use and two components of EI play a key role in addictions “decoding and differentiations of emotions and regulation of emotions” 4.

A study conducted on emotional aging in Stanford University suggests that older adults enjoy high levels of affective well being and emotional stability into there 70s and 80s. we investigate contribution of aged related changes in emotional motivation and competencies to positive affect trajectories. We give an overview on recent literature on emotional processing and emotional regulation, combining evidence from correlation and experiment as well as behavioral and neuroscience studies, in particular we focus on emotion cognition interactions, including the positively effect. Looking forward, we argue that efforts to link levels of emotional functioning with long term outcomes, combining space and time sensitive measures of brain function, and developing intervention to improve life quality for older adults may further define life span theories promising avenues of empirical investigation5.

A study conducted on theoretical review of the role of emotions in professional development. In UK the importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specially, the CBT supervision model provides relatively “heartless” account of professional development which may undermine its effectiveness. A theoretical review of emotions in supervision in learning is provided to summarize theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally attuned model, illustrating its application to two critical aspects of CBT supervision (the development of alliance and enhancing professional competence). The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually this can be achieved by integrating Lazarus’s (1991) general theory of emotion with CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the “rupture- repair” cycle that can affect the alliance and the “deskilling development” pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model. As this affords greater internal consistency and may be more effective educationally6.

A study to access the emotional intelligence with the development of scales and psychometric testing. This article, the first in series of four, describes the development of two scales for deductive and inductive measurement of emotional intelligence (EI), based on the literature and the identification of the psychometric properties of the scales. The data collection comprised two parts: (i) a literature search on the subject of Emotional Intelligence Scale, containing 25 items, were tested on a sample of 250 postnatal mothers. The response rate was 80%. An explorative factor analysis was used to investigate the construct validity of the underlying dimensions of emotional intelligence and yielded a three-factor solution for the Emotional Reactions and Thoughts Scale. The internal consistency of the scales was satisfactory. How well the factor solutions fit in clinical practice remains to be validated7.

7 Materials and methods

7.1 Sources of Data

Data will be collected from the students of Indian college of nursing bellary

7.2 Methods of Data collection i. Research design: Non experimental descriptive approach ii. Setting of the study: Indian college of nursing Ballary iii. Sampling technique: Simple random sampling (lottery method) iv. Sampling size: 100 students v. Method of data collection: Modified Emotional intelligence scale vi. Tool for the data collection: Rating scale of emotional intelligence vii. Method of data analysis & interpenetration: The researcher will use appropriate statistical technique for data analysis viii. Duration of the study: 4 weeks ix. Independent variable: Emotional intelligence

Dependent variables: Level of emotional intelligence of nursing students x. Assumption:

1} Nursing students gives relative information for the study 2} there are individual differences among both GNM & BSc nursing students.

7.3 Does the study require any investigation to be conducted in patient or other animal?

7.2 Has ethical clearance has been obtained from your institution?

Yes, ethical committee’s report is here with enclosed.

BIBILOGRAPHY

1. AkerJordet K, Severinsson E. The state of the science of emotional intelligence related to nursing leadership: on integrative review.[Serial online]2010 Mar[01/12/2010]; URL: http://www.ncbi.nlm.nih.gov/sites/entrez

2. Bulmer Smith K, Profetto-McGrath J, Cummings GG. Emotional Intelligence and nursing: on integrative literature review. [Serial online] 2009 Dec [01/12/2010]; 46(12) : [1624-36], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez

3. Arora S. et al. Emotional Intelligence in medicine: a systematic review through the context of the ACGME competencies. [Serial online] 2010 Aug [01/12/2010]; 44(8) : [749-64], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez

4. Kun B. Demetrovics Z. Emotional Intelligence and addictions: a systematic review. [Serial online] 2010 Jun [01/12/2010]; 45(7-8) : [1131-60], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez

5. Scheibe S, Carstensen LL. Emotional aging : recent findings and future trends. [Serial online] 2010 Mar [01/12/2010]; 65 B(2) : [135-44], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez

6. Lonbardo C, Milne D, Procter R. Getting to the heart of clinical superivision : a therotical review of the role of emotions in professional development. [Serial online] 2009 Mar ; 37(2) : [207-19], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez

7. AkerJordet K, Severinsson E. Emotional Intelligence: Part 1 : the development of scales and psychometric testing. [Serial online] 2009 Mar [01/12/2010]; 11(1) : [58-63], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez 8. Harrisan.PA.Fopma. Loy TL. Reflective Journal Prompts : a vehicle for stimulating emotional competence in nursing . [Serial online] 2010 Nov [01/12/2010]; 49(11) : [644-52], Available from URL: http://www.ncbi.nlm.nih.gov/sites/entrez 9 SIGNATURE OF THE STUDENT :

10. REMARKS OF THE GUIDE : SELECTED FOR THE STUDY IS RELEVANT AND FORWARDED FOR THE NEEDFUL ACTION.

11. NAME AND DESIGNATION OF : 11.1 GUIDE NAME AND ADDRESS : INDIAN COLLEGE OF NURSING

11.2 SIGNATURE OF GUIDE : 11.3 CO – GUIDE (IF ANY) : 11.4 SIGNATURE : 11.5 HEAD OF THE DEPARTMENT : NAME : ADDRESS :

11.6 SIGNATURE OF H.O.D :

12. REMARKS OF THE CHAIRMAN : AND PRINCIPAL 12.1 SIGNATURE OF PRINCIPAL :