The relationship between virtual education of emotional intelligence component on perceived stress and communication skills of nursing students.
Conditions
Interventions
Intervention 1: Intervention group: Implementation of educational intervention for experimental group during two 90-minute training sessions using active teaching-learning methods. Intervention 2: Co
Sponsors
Shiraz University of Medical Sciences
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Undergraduate student of nursing at Shiraz University of Medical Sciences being at fourth academic year Willing to participate in the study
Exclusion criteria
Exclusion criteria: Has passed an emotional intelligence training workshop in the past year. In the last 6 months a severe crisis such as divorce itself? Divorce of parents or close relatives has occurred. Have a history of mental illness or use of drugs related to mental illness (according to self-report).
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Perceived stress. Timepoint: Before the intervention, immediately after the intervention, one month after the intervention. Method of measurement: Cohen perceived stress questionnaire.;Communication skills. Timepoint: Before the intervention, immediately after the intervention, one month after the intervention. Method of measurement: Queendom communication skills questionnaire. | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactNeda Jamali moghaddam
Shiraz University of Medical Sciences
Outcome results
None listed