Jesús Privado

Although high-quality healthcare requires both technical expertise and soft skills, the precise connections between emotional intelligence (EI), interpersonal skills (IS), and communication skills (CS) remain insufficiently explored. This lack of research creates an educational gap in training students to effectively manage clinical anxiety. This study aims to analyze the predictive and mediational role of IS between EI and CS in healthcare undergraduates. A quantitative, cross-sectional study was conducted with 816 Spanish undergraduate healthcare students recruited between October and December 2024. The inclusion criteria required participants to be actively enrolled in a healthcare degree and provide written informed consent. Data from four standardized self-reports were analyzed using Structural Equation Modeling (SEM) estimated via Unweighted Least Squares (ULS) to account for non-normal data distributions. The structural model showed that EI positively predicted IS (β = 0.69) and directly predicted CS (β = 0.35). Crucially, IS strongly predicted CS (β = 0.69), acting as a key psychological mediator. Together, EI and IS explained 91% of the variance in communication skills (R² = 0.91). These findings imply that interpersonal skills structurally translate internal emotional regulation into effective outward communication. For educators and professionals, this underscores the need for healthcare training to move beyond basic communication protocols to integrate formal emotional intelligence and social skills programs to enhance clinical patient safety and prevent student burnout.

Introduction: The communication skills of healthcare professionals directly influence interventions with patients and their families, and therefore, the quality of care provided. Aim: To adapt and validate the CSAS questionnaire in a Spanish university sample of Health Sciences students: Nursing, Psychology, Physiotherapy, Medicine, among others. Materials and methods: A cross-sectional design was employed with a sample of 792 participants (21.9% male) with a mean age of 21.12 years. The internal structure, internal consistency, factorial invariance, differential validity by sex, and convergent and discriminant validity of the instrument were analyzed. Normative data were also calculated. Results: Two factors (positive and negative attitudes) with a correlation of −0.71 were obtained, demonstrating adequate fit (GFI = 0.967, NFI = 0.920, SRMR = 0.059) and with an internal consistency of 0.852 and 0.632, respectively. The factorial structure showed clear differences by sex, with different correlations between both factors: −0.77 for males and −0.68 for females. The test demonstrated adequate convergent validity with other similar measures. Differences in scores were observed by sex, with higher values on the scale for males. Conclusion: The Spanish version of the CSAS is a valid instrument for evaluating interpersonal communication skills, both generally and specifically in the field of Health Sciences. The establishment of normative data for the CSAS will allow for the identification of the relative position of evaluated individuals in relation to a university sample.

INTRODUCTION. Teachers are a professional group especially exposed to high levels of stress leading to anxiety and depression problems. The development of their socio-emotional competences (SEC) and coping strategies can be considered essential personal resources that favour the possibility of responding to the high demands in the current educational context. The present study explores the mediating role of approach and avoidance coping strategies between socio-emotional competences and psychological well-being, distress, and teaching engagement. METHOD. The study was conducted in a sample of 395 primary, secondary, baccalaureate and university teachers of 45.07 years (SD = 17.95 years), 83.3% women, who completed a set of self-report questionnaires about the different variables studied. The data were analysed using confirmatory structural equation models to estimate the mediating role of coping strategies between socio-emotional competences and measures of psychological well-being, distress, and engagement. RESULTS. The mediation model showed a good fit with the data (Goodness of Fit Index = 0.955, Normed Fit Index = 0.932, Standardized Root Mean Square Residual = 0.117). Specifically, socio-emotional competences predicted directly and positively psychological well-being and engagement, and predicted negatively psychological distress. An indirect effect of socio-emotional competences on psychological well-being and engagement was found mediated by approach coping. In addition, another indirect effect of socio-emotional competences on psychological distress was found mediated by avoidance coping. DISCUSSION. The results of this study allow to consider the development of teachers’ socioemotional competences and approach coping strategies as important aspects to be included in the framework of their initial or in-service training in order to contribute to their psychological well-being and their engagement in schools.

High-quality healthcare demands soft skills alongside technical knowledge. While critical for managing clinical anxiety, the specific pathways linking emotional intelligence (EI), interpersonal skills (IS), and communication skills (CS) remain under-researched. This study analyzes the predictive and mediational role of IS between EI and CS in healthcare undergraduates. A quantitative, cross-sectional study was conducted with 816 healthcare students. Data from four standardized self-reports were analyzed using a structural equa-tion model estimated via Unweighted Least Squares. The structural model showed a highly satisfactory fit. EI positively predicted IS (β= 0.69) and directly predicted CS (β = 0.35). Crucially, IS strongly predicted CS (β = 0.69), acting as a key psychological mediator. Within EI, Emotional Clarity (0.61) and Repair (0.59) were the strongest predictors. For so-cial competencies, Assertiveness was the strongest positive indicator (β = 0.85), while Ef-fective Social Interaction showed an inverse load (β = -0.93), functioning as a protective mechanism against social anxiety. Together, EI and IS explained 91% of the variance in communication skills (R² = 0.91). IS structurally mediate the link between internal emo-tional regulation and communication efficiency. Healthcare training must move beyond basic communication protocols to integrate formal EI and social skills programs.

This study examined whether psychological resources previously identified in healthy centenarians can be conceptualized as a coherent personality configuration and whether this configuration is associated with centenarian status beyond shared cohort influences. Proxy reports were obtained for healthy centenarians and for individuals from the same Spanish birth cohorts who had died before age 100, using the same questionnaire assessing centenarian psychological resources. Results indicated that these resources were more characteristic of healthy centenarians than of their cohort peers. Structural equation modelling supported a hierarchical structure comprising eight first-order dimensions—vitality, taking pleasure in interaction, commitment, control, intellectually motivated, positivity, resilience, and intelligence—organized under a higher-order factor labelled Positive Centenarian Personality. Four resources previously considered peripheral—assertiveness, tolerance, religiousness, and accommodative coping—were retained in the revised model. Measurement invariance was not supported, suggesting conceptual similarity but not full equivalence across groups. Higher scores on the higher-order factor were associated with greater odds of belonging to the centenarian group, although explanatory power was modest. These findings suggest that psychological resources form a structured personality configuration that is particularly characteristic of healthy centenarians, supporting their potential as targets for interventions to promote healthy ageing and improve quality of life in later life.

One factor that has been shown to mediate and protect against psychopathology is the ability to engage in meaning making in adverse situations during the COVID-19 pandemic. To date, the models that have attempted to explain the relationship between traumatic, stressful events’ meaning and clinical symptoms have been conducted in a piecemeal fashion. The objective of this study is to analyze which model (two-pathway model vs three-pathway model) has a better fit in explaining the association between the violation of global meaning and clinical symptoms such as somatization, anxiety, and depression in participants during the COVID-19 pandemic. The study sample consisted of N = 1106 adults. The results suggest that the violation of schemas affects depression and anxiety symptoms through three pathways: (a) Path one, directly, schema violation explains clinical symptoms; (b) Path two, indirectly, schema violation explains clinical symptoms through the search for meaning and negative effect; and (c) Path three, the presence of meaning explains positive affect and buffers clinical symptoms. The three-pathway model explains 90% of the variance in clinical symptoms. The three-pathway model has clinical implications for the assessment, prevention, and treatment of people who are coping with unforeseen negative situations.

We examine the role of the General Factor of Personality (GFP), Emotional Intelligence (EI), and Socioemotional Competencies (SEC) in psychological distress following a catastrophe caused by a cold drop on October 29, 2024, in Valencia, Spain. We assessed 129 individuals aged 25.18 years (SD = 7.51), of whom 86.8% were women, a month and a half after experiencing the cold drop. A confirmatory model showed that SEC mediated the effect of GFP, EI, and the cold drop impact on psychological distress (GFI = 0.985, CFI = 0.988, SRMR = 0.015). Predictors accounted for 55% of distress (R2 = 0.55). SEC exerted a mediating effect, as GFP predicted avoidance-based SEC (β = -0.54), which in turn influenced psychological distress (β = 0.24). Additionally, GFP also directly predicted distress (β = -0.63) without SEC mediation. In other words, high social effectiveness (GFP) reduced psychological distress both directly and through avoidance-based SEC. In conclusion, it is important to consider individual differences in psychological measures that predict psychological distress in catastrophic situations

Los últimos estudios realizados sobre la investigación musical en España señalan una creciente evolución durante estas últimas décadas. Para poder seguir con esta línea ascendente, diversas investigaciones promueven la mejora en la formación inicial del profesorado en este ámbito. Por ello, el objetivo principal de este trabajo es describir en qué estado se encuentra la investigación musical en España a través de la percepción de los docentes de música de diversas etapas educativas. La muestra se conformó por 118 docentes en activo procedentes de diferentes contextos educativos (Primaria, Secundaria, Universidad, Escuelas de Música y Conservatorios). El carácter de la investigación fue cuantitativo con aplicación de cuestionario de elaboración para la recogida de datos y un diseño metodológico que realizó un análisis estadístico-descriptivo del perfil del profesorado. Entre los resultados destacan que en las líneas de investigación expuestas la preferente es la pedagógica, y que el profesorado sí opina que sea necesaria una formación en investigación ya que esta es insuficiente actualmente. Al mismo tiempo, se observa que, a mayor formación musical, mayor importancia se le da a la formación en investigación. Asimismo, se advierte que los medios más utilizados para la difusión musical son las revistas y los blogs y, para explorar sobre los métodos de acceso a la formación inicial del profesorado de educación musical en el ámbito de la investigación musical, se priorizan los cursos en línea y los recursos digitales. Como conclusiones cabe resaltar que es necesario profundizar y perfeccionar en el desarrollo de la formación inicial del profesorado en este ámbito, para poder sentar las bases de la investigación musical en España de manera general.

Background: Nursing is an essential pillar in health services provision; however, its social value is often underestimated. The public image of, and society’s attitude toward, the profession is commonly influenced by stereotypes and biases. Objective: This study aimed to analyze the predictive influence of empathy, professional values and communication skills on the social image and attitude towards nursing. Methods: A cross-sectional, correlational study was conducted in the Valencian Community, Spain. Snowball sampling was used for data collection from 300 participants (81% female; mean age 35.85 years, SD = 14.99). Empathy, professional values and communication skills were measured, and a structural equation model was proposed to assess their influence. Results: Professional values were significant predictors of both social image (β = 0.41) and attitude toward nursing (β = 0.34). Similarly, communication skills predicted social image (β = 0.31) and attitude (β = 0.37). Empathy also emerged as a significant, though minor, predictor. Collectively, these three factors explained 30% of the variance in social image and 39% in attitude toward the profession. The main limitations arise from the severe demographic bias of the snowball sample (skewed toward women, young, and highly educated individuals) and the modest explanatory power (R² of 30–39%). This limits the generalizability of the findings and suggests the need for future research on omitted variables, such as working conditions and organizational culture. Conclusions: Empathy, professional values and communication skills are key competencies contributing to a more positive social image of and attitude toward nursing. Investing in the development of these competencies can significantly enhance the recognition and appreciation of nursing within the healthcare system.