الفهرس 
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Abstract
Emotional Intelligence (EI) is the ability, skill and awareness to know, recognize and understand feelings, moods and emotions, and used them in a positive way. EI is learning how to manage feelings and emotions, and use that information to behave and act, including making decisions, solving problems, self-management and leading others. Caring for someone with Alzheimer’s disease or another type of dementia impacts every aspect of daily life. Patient care not only includes quality nursing care but also a care concept that respecting patient’s goals, preferences and choices, obliging their emotional, social and spiritual needs using the strengths of interdisciplinary resources.
Nurses’ ability to create meaningful connections with others is dependent on the ability to understand and connect with their own emotions. When they can tolerate and constructively manage any emotion including feelings of sadness, anger, or fear they are said to be emotionally intelligent. The challenge for many of emotions can be threatening to the degree that become overwhelmed by stress.
Aim of the study
The study aims to evaluate the effect of training program on emotional intelligence of nurses caring for Alzheimer patients through: -
1. Assessing the level of emotional intelligence among nurses.
2. Developing and Implementing training program according to nurses needs to helping them to improve their emotional intelligence skill.
3. Evaluating effectiveness of implementing training program of emotional intelligence.
Research hypothesis.
Implementing training program will improve emotional intelligence among nurses caring for Alzheimer patients.
Subjects & Methods
Subjects and methods of this study were portrayed under the four main topics as follows:
I. Technical design.
II. Operational design.
III. Administrative design.
IV. Statistical design.
Research design
A Quasi- experimental study was conducted to fulfill the aim of the study and confirm the research hypothesis.
This study was conducted in two settings:
The 1st place is the geriatric unit at El Abbassia mental health hospital affiliated to Ministry of Health and Population. It is consisting of 10, 14, departments which involved inpatients rooms, a medical diagnostic room, social specialist room, medication room, meeting room and activities area.
The 2nd place is the geriatric department ”Ahmed Shawky hospital” affiliated to Ain Shams university Hospitals. The geriatric department for follow up for geriatric patient with special needs consists of seven floors: administration center, outpatient units, teaching class rooms, intensive care units, and four floors of inpatient units.
Subjects of the study
A convenience sample of (70) of nursing participant was recruited in the study from both setting 36 nurses from the geriatric department at El Abbassia mental health hospital
and 34 nurses the geriatric department affiliated to Ain Shams university Hospitals.
Tools used to accomplish the aim of this study
Tools of data collection
In order to fulfill the objectives of the study. The data was collected using the following tools.
part one: Socio-demographic data:
This tool was developed by researcher in a simple Arabic language based on the recent related literature review and experts’ opinion. It provides a descriptive data regarding nursing participant age, marital status, years of experience, qualification and monthly income etc.…...
part two: Emotional Intelligence Scale (EIS):
The Emotional Intelligence Scale (EIS) was originally developed by Hunsaker (2001) to assess emotional intelligence in managing workplace. The scale consists of 25 items, which are rated on a five-point Likert scale that ranges from 1 to 5 with following rating criteria: 1 (very slight ability), 2 (slight ability), 3 (moderate ability), 4 (very much ability) and 5 (extreme ability).
The EIS includes five components Self-awareness: means being aware of feeling, it consists of five items 1, 6, 11, 16, 21, managing emotions: The second key component of emotional intelligence is managing emotions, this means able to balance moods so that worry, anxiety, fear, it consists of five items 2, 7, 12, 17, 22, Motivating: it consists of five
items 3, 8, 13, 18, 23, Empathy: The fourth component is
empathy, it consists of five items 4, 9, 14, 19, 24 and social
skill: it consists of five items 5, 10, 15, 20, 25 of emotional intelligence scale items.
Items Indication
Low Moderate High
Self-awareness Blow 10 10 -20 Above 20
Managing emotions Blow 10 10 -20 Above 20
Motivation Blow 10 10 -20 Above 20
Empathy Blow 10 10 -20 Above 20
Social skills Blow 10 10 -20 Above 20
Total score of EI. Below 50 50 – 100 100 or more
Development of the training program: -
Phase 1: Assessment:
Assessment was done to determine level of emotional intelligence among nurses as a base line of training program by using pretest based on emotional intelligence scale (EIS). Tools of the study were distributed individually to the
participant and the researcher asked to fill the questionnaires, this phase carried out through one month in the two setting.
Phase 2: Program Development:
Training program about emotional intelligence among nurses caring for Alzheimer patients was developed by the researcher based on review of recent, current, national and international related literature in emotional intelligence and the results of phase one.
The training program aimed to improve the emotional intelligence skills among nurses caring for Alzheimer patients. The training program consisted of theoretical and practical parts in which each one of them has set of general and specific objectives. The objectives of theoretical part of training program were providing nurses with theoretical knowledge about emotional intelligence like (definition, characteristics, domains and skills), and Alzheimer disease like (definition, causes & nursing intervention). Meanwhile the objectives of critical part of the program were providing study subjects with practical skills to improve their skills of emotional intelligence like self-awareness and self- motivation, managing own emotion and regulate it, manage
other’s emotion and empathy skills and utilization of emotions or social skills.
Based on the result obtained from the assessment tools and review of literature the program content was developed by the researcher in the form of a booklet which was revised and approved by the supervisors to ascertain its content, appropriateness & applicability. Accordingly, the required modification & corrections were carried out and given to nurses as an educational reference and guidance during program implementation and as self-learning reference post program implementation.
Data collection of this study was carried out in the period from March 2018 to march 2019.
Phase 3: Program Implementation:
The training program was implemented in 11 sessions, the first was an introductory session, three of them were theoretical, six were practical sessions, and the last session was a summary of all previous sessions.
The participant classified into 8 subgroups,4 subgroups in each setting which each subgroup composed of
(9) nurses except one subgroup composed of (7) nurses, each
subgroup attended 11 sessions which were scheduled one session per week for each group the time for each session was about (45-90) min.
The program carried out in the 1st setting is geriatric department at El Abbassia mental health hospital in the meeting room and activities area. The participant classified into 4 subgroups, at Sunday the first group (10: 11:30 am) and second group (3: 4:30 pm) at Thursday. while the 2nd setting is geriatric department affiliated to Ain Shams Hospitals in the teaching classroom. The participant classified into 4 subgroups, at Monday the first group (10: 11:30 am) and second group (3: 4:30 pm) at Wednesday.
Program implementation based on conducting sessions plan using different educational media as (handout, videos, power point) and methods as (lecture, group discussion, role play, demonstration and redemonstration) in addition to the use of guiding booklet.
The theoretical session was implemented by using lecture, handout and group discussion to promote active involvement in the discussion. Lecture was given in a clear, simple manner using attractive power-point presentation which prepared by the researcher in a simplified Arabic
language. Lecture, group discussion was used as method of teaching as well as, handout, white paper and power-point was used as media of teaching.
In the practical sessions, the researcher used role play, demonstration, re-demonstration as method of teaching for practical skill. Also used lecture, video and group discussion. Role play exercise was carried out between nurses themselves and between the nurse and the researcher. Handout papers about simulated situations and scenario were distributed to all studied nurses at the beginning of each session.
Phase 4: Program evaluation
This phase aimed to evaluate the level of emotional intelligence. After program implementation the evaluation was carried out to assess emotional intelligence skills by using the same tools of the pretest emotional intelligence scale (EIS) was originally developed by Hunsaker (2001).
This was done twice times;
1st time after the intervention and implementation of the training program after month.
2nd time follow up was implemented after three months of completion the program.
The results of the present study could be summarized as follows:
shows that the mean age of the nurses is 32.8
±7.3 year, and less than half (44.3%) of them is in the age range of 25< 35 years old. Regarding gender, most of the studied subjects 81.4% of nurses are females, and the rest are males.
The study showed the mean score of self- awareness was 13.7+2.7 at pre-intervention as compared to 16.1+2.4 post-intervention and 18.8+2.2 at follow-up and the difference between mean score was highly statistically significant (p≤0.001).
It was found that, about more than half of the nurses have low level of managing emotion at pre- intervention assessment, changed at post-intervention to about three-fifths of nurses have moderate, while at follow- up evaluation, there was a statistically significant increase in the level of managing emotion where about three- quarters of nurses have high level of managing emotion.
The study clarified that, the mean self- motivation score was significantly increased from 12.6+2.4 pre-intervention to 14.8+2.3 post-intervention and 17.6+2.4 at follow-up (p≤0.001).
It was found that, Comparison of empathy domain between pre-intervention and follow-up shows that, there are a highly statistically significant differences among
all items of empathy domain (p≤0.001). Furthermore, table reveals that, there are a statistically significant differences among all items of empathy domain between post- intervention and follow-up (p≤ 0.05).
The study clarified that, there are a highly statistically significant differences among all items of social domain between pre-intervention and follow up.
The study revealed that, about half of the nurses have low level of social skills at pre-intervention assessment and only small percentage of them have high level of social skills. These findings were changed post-intervention in which less than half of nurses have moderate level of social skills and about more than one quarters of them have high level of social skills. While at follow-up evaluation, there was a statistically significant increase in the level of social skills where about three- quarters of nurses have high level of social skills.
The study clarified that, there is no significant relation between total level of emotional intelligence and socio-demoghrghic items ”data, years of experience, monthly income, age, number of working hours, and sex” among studied subjects (p≥0.05).
The study showed that, the majority of the studied nurses have high level of emotional intelligence at follow up the program compared to pre-program.
The study clarified that, the total mean score of emotional intelligence was 67.5+5.4at pre-intervention as compared to 78.8+5.5 post-intervention and 93.2+6.0 at follow-up and the difference between mean score was highly statistically significant (p≤ 0.001).
The study clarified that, about more than half of the nurses have low level of total emotional intelligence at pre-intervention assessment, which findings were changed at post-intervention in which more than half of nurses have moderate level of total emotional intelligence., While at follow-up evaluation, there was a statistically significant increase in the level of social skills where less than three- quarters of nurses have high level of total emotional intelligence. When comparing the levels of emotional intelligence between pre-intervention and follow-up, the findings of the current study show that, there is a highly statistically significant difference between the levels of emotional intelligence.
Conclusion
Based on the results of the current study, it has been concluded that:
The findings confirmed the effectiveness role of emotional intelligence training program (theoretical and practical) improve emotional intelligence among nurses after receiving emotional intelligence training program due to a highly statistically significant difference between total level of emotional intelligence domains (self-awareness, self- motivation, managing emotion, empathy and social skills) at pre, post and follow up intervention program regarding the levels of emotional intelligence.
The present study clarified that, about more than half of the nurses have low level of total emotional intelligence at pre-intervention assessment, which findings were changed at post-intervention in which more than half of nurses have moderate, while at follow-up evaluation less than three- quarters of nurses have high level of total emotional intelligence.
Recommendations
In the light of the study results and the foregoing conclusions, the following is recommended:
For Inservice
Hospital should provide continuous Inservice training education and awareness program for nursing staff to enhance their skills regarding emotional intelligence.
Staff development and continuing nursing education activities are strongly recommended to improve nurses’ emotional intelligence. This could be in the form of: On-the-job training courses and Seminars and workshops.
For Education
Nursing emotional intelligence skills should be included in curriculum of Nursing educations undergraduate and post-graduate curricula.
Introducing decision-makers in educational institutions to the factors related to emotional intelligence to create an environment of innovation and creativity.
For research
More of future research is suggested to examine the effect of emotional intelligence training on nurses’ outcomes.
Future studies should comprise nursing educators’ competency and educational techniques in professional emotional intelligence and psychological well- being and are also required to identify how faculty role models, clinical staff, and educational experiences may facilitate professional skills development.