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The Effects of Emotional Intelligence (EI) Items Education on Job Related Stress in Physicians and Nurses who Work in Intensive Care Units
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Kh Nooryan   , Kh Gasparyan , F Sharif , M Zoladl , M Moghimi , NA Hosseini |
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Abstract: (5574 Views) |
| Background & Aim: Intensive care units (ICUs) are recognized as stressful environments. The objective of this study was to determine the effects of emotional intelligence education items on job related stress on physicians and nurses who work in intensive care units at hospitals of Yerevan, Armenia.
Methods: A interventional study design was implemented with 106 registered hospital physicians and nurses, who were widely distributed all the way through. Case group was taught about 15 E.I items. For data collection, the 20-question Berger situational (overt) anxiety questionnaire, the 20-item personality (covert) anxiety questionnaire, and the Bar-on emotional intelligence questionnaire with 133 questions were used. Statistical descriptive methods, chi-square (X2) and t-tests were used to analyze data.
Results: The research achievements revealed that the average score of the case group`s situational anxiety was 46.59 before intervention, which decreased to 39.95 after the training of the items of emotional intelligence. The average score of situational anxiety of control group was 44.32 before intervention which increased to 44.76 after examination. There was a meaningful statistical difference between case and control group after education of emotional intelligence`s items (p=0.001).
Conclusion: Results of the current study showed that physicians and nurses experience high level of stress. The ability to effectively deal with emotion intelligence and emotional information in the workplace assists employees in coping with occupational stress and should be developed in stress managing trainings. |
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| Keywords: emotional intelligence, stress, physician, nurses, intensive care unites |
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Full-Text [PDF 502 kb]
(1990 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2015/04/26 | Accepted: 2015/04/26 | Published: 2015/04/26
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