María Anunciación Jiménez-Marcos

Nursing students in their training process often suffer from anxiety due to stressful situations, and emotional intelligence can help them to manage these situations. The aim of this study is to analyse the associations between the dimensions of perceived emotional intelligence and anxiety in students undergoing their training cycles in different special services in order to check if there are differences between them. It is an observational, cross-sectional and correlational study with a sample of 85 nursing students who had not received training in emotional intelligence. Two measurement instruments were used: the Trait-State Anxiety Inventory (STAI) to assess anxiety and the Trait Meta-Mood Scale (TMMS-24) to measure EI. Data were analysed using Pearson’s coefficient when the distribution was normal, and Spearman’s coefficient in the non-normal distribution. The results showed in the group—ER-Emergency and Oncology—there was a significant negative relationship between state and trait anxiety and emotional understanding and regulation. In contrast, in the Primary Care setting there was also a positive relationship between emotional perception and trait anxiety. The study concludes that nursing students who understand and manage their emotions may have a lower risk of anxiety. Furthermore, if they identify emotions appropriately, the risk of suffering from anxiety in the long term may be lower. This finding was observed when the student did the internship in Primary Care. So there is a difference depending on the clinical context.

Background: The World Health Organization (WHO) defines health promotion as the process of enabling individuals to gain control over and improve their health. This shifts the focus from lifestyle choices to broader social determinants of health, requiring involvement from healthcare, authorities, industry, civil society, and the media. Civil society engagement in health initiatives offers benefits such as empowerment, service delivery, flexibility, policy participation, and credibility. However, identifying specific health promotion actions for civil society organizations (CSOs) is challenging. The lack of assessment tools for CSOs hinders evaluation and improvement. Objective: To develop a tool, ‘PromoACTIVA-SC’, to assess CSOs’ health promotion practice by identifying essential actions that constitute the health promotion process. Methods: ‘PromoACTIVA-SC’ was developed through documentary analysis and validated by experts. CSOs’ members participated in cognitive interviews for comprehensibility, and the tool was pilot tested for administration and Likert scale evaluation. Results: The final questionnaire, consisting of 8 phases and 40 items, demonstrated good content validity. Its use can help to map CSOs’ practices and identify areas needing improvement. CSOs can use it for self-assessment and in collaborative health promotion and disease prevention efforts. Conclusions: ‘PromoACTIVA-SC’ is the first tool designed to assess civil society’s role in the health promotion process. Its future use will reveal the extent to which civil society organizations actively participate in health promotion. It can also be used to promote CSOs’ involvement in health policy and administration, enhancing public health outcomes through collaborative, cross-sectoral efforts.

Introduction: Nursing is a profession in which very complex and challenging emotional situations are experienced. Therefore, knowing how to manage emotions properly is particularly important to avoid chronic stress.Objective: Identifying Emotional situations experienced by nursing students during their clinical experience and their relationship with the skills of the nursing profession, as well as emotional management.Method: Study with a mixed qualitative and quantitative design. The qualitative part is based on the study of emotional situations experienced by students in clinical practices, gathered through an open question on situations that have generated intense emotion. In turn, the quantitative part is focused on the PEI of the students, measured by the Trait Meta-Mood Scale (TMMS-24) questionnaire.Results: The first section identifies two main categories: skills and lack of skills. Among these, the most identified category is that of "skills", the most representative subcategory being that of "empathy", followed by "self-knowledge". In both, the emotional situation identified primarily is death.In the second section, the results are examined, and an association is inferred between the Comprehension dimension of PEI and the skills of the nursing profession.Conclusion: Death is very present in students' emotions in clinical practices, with empathy being the skill with the most significant presence. Emotional comprehension may help to stimulate empathy and promote self-knowledge. Introducción: La Enfermería es una profesión en la que se viven situaciones emocionales muy complejas y difíciles, por lo que adquiere especial importancia el saber gestionar de forma adecuada las emociones para poder evitar estados de estrés crónico.Objetivo: Identificar las situaciones emocionales que experimentan los estudiantes de enfermería durante su experiencia clínica y la relación de ésta con las habilidades de la profesión enfermera, así como su gestión emocional. Método: Estudio de diseño mixto cualitativo/cuantitativo. La parte cualitativa se basa en el estudio de las situaciones emocionales percibidas por el alumnado en las prácticas clínicas, recabado a través de una pregunta abierta sobre situaciones que le habrían generado une emoción intensa. La cuantitativa, por su parte, se centra en la IEP (Inteligencia Emocional Percibida) del alumnado medido por cuestionario Trait Meta-Mood Scale (TMMS-24).Resultados: En la primera parte se identifican dos categorías principales: Las habilidades y la falta de habilidades, entre las cuales, la categoría más identificada es la de las “habilidades”, siendo la subcategoría más representativa la de “empatía”, seguida del “autoconocimiento”. En ambas, la situación emocional primordialmente identificada es la muerte.En la segunda parte, se examinan los resultados y se infiere una asociación entre la dimensión Comprensión de la IEP y las habilidades de la profesión enfermera.Conclusión: La muerte está muy presente en las emociones del alumnado de prácticas clínicas siendo la empatía, la habilidad más presente. La comprensión emocional puede ayudar a estimular la empatía y promover el autoconocimiento.