Emotional Intelligence and Work Perceptions Among Nurse Managers

[Background] Emotional intelligence (EI) refers to a person’s ability to acknowledge the feelings of oneself and others, and to control those feelings so as to behave in a socially acceptable manner. We investigated the relationships between the characteristics of EI among nurse managers, and their perceptions of how much their position’s roles and responsibilities can be delegated to other staff members. [Methods] We surveyed 150 nurse managers working at 30 hospitals by using an anonymous questionnaire. The questionnaire consists of basic attributes, EI and work perception. The emotional intelligence scale (EQS) domain scores were analyzed by means of one-way repeated-measures analysis of variance. EQS scores were compared with corresponding averages for working adults in the instructions. The perceived importance of duties of nurse managers was compared between the resulting EQS scores ‘High’ and ‘Low’ groups. [Results] The analysis population consisted of 105 nurse managers. Their EQS scored higher in all three domains, and with the exception of Altruism for all factor scores than the average for working adults. The perceived importance of the typical duties of nurse managers were compared between the High and Low groups for each EQS domain. Significant differences were observed between nurse managers with High and Low Intrapersonal emotional quotient (EQ) on four tasks. No significant differences were found for any of the responsibilities when nurse managers with High and Low Interpersonal EQ or Situational EQ were compared. [Conclusion] The nurse managers’ average EQS scores were higher in all areas. The high scores that were exhibited by could be considered desirable qualities for nurse managers. It seemed nurse managers with high scores in intrapersonal EQ struck a good balance between placing importance on EI considerations like managing relationships and creating a comfortable workplace, and management and leadership behaviors like department management and operations and data management

Factors Influencing Psychiatric Nurses’ Job Satisfaction Levels: Focusing on Their Frequency of Experiencing Negative Emotions Toward Patients and Support at Their Workplaces

Background: We examined factors influencing psychiatric nurses’ job satisfaction levels focusing on their frequency of experiencing negative emotions toward patients and support at their workplaces. Methods: An anonymous, self-administered questionnaire survey was conducted involving 1,097 psychiatric nurses working at 13 psychiatric hospitals in the Chugoku area to investigate their basic attributes, work-related factors, and scores from 3 scales: the Negative Feeling toward Patient Frequency scale, an original support-in-workplace scale, and the new Brief Job Stress Questionnaire (job stress and satisfaction). Correlations between basic attributes/work-related factors and scores from each scale, and the relationships among the study items were analyzed. Furthermore, logistic regression analysis was performed using the job satisfaction level. Results: The subjects were the 577 psychiatric nurses who returned valid responses without missing data (response rate: 60.4%, valid responses: 87.0%). The subjects were the 577 psychiatric nurses who returned valid responses without missing data (response rate: 60.4%, valid responses: 87.0%). To clarify the level of influence on the job satisfaction level of each variable, logistic regression analysis was performed adopting the stepwise method for all of the items that were correlated with the job satisfaction level as a dependent variable. Support (from supervisors) at the workplace (OR: 1.069), job stress (OR: 0.751), Negative Feeling toward Patient Frequency-Total scale scores (OR: 0.980) were found to influence the job satisfaction level. Conclusion: Support from supervisors may be indispensable, and working environments that reduce job stress and negative emotions toward patients may be required to increase the job satisfaction levels of psychiatric nurses. This survey suggested that the establishment and maintenance of favorable working environments and interpersonal relationships increase job satisfaction levels while reducing stress, thereby improving job retention among psychiatric nurses

Relationship Between Difficulties Encountered in School Life or Daily Life by Professional Training College Students and Their Sources of Advice

Background: This study attempted to clarify issues regarding difficulties in school life perceived by professional training college students and educational support systems for students including possible developmental disabilities. Methods: We surveyed 953 students enrolled at 9 professional training colleges in Japan by using an anonymous self-administered questionnaire to investigate difficulties during school life, help-seeking preferences, and self-esteem. Difficulties were investigated by using the Self-Cognitive Difficulties Scale, help-seeking preferences were assessed with the Help-Seeking Preferences Scale, and self-esteem was assessed by the Rosenberg Self-Esteem Scale. We also investigated the relationship between the Self-Cognitive Difficulties Scale and the sources of advice used by students. Results: Responses were obtained from 863 students, and those of 775 students were considered to be valid. In terms of learning scenarios, 271 students (35.0%) responded that written examinations caused the most difficulties. The Rosenberg Self-Esteem Scale and Help-Seeking Preferences Scale were negatively correlated with the Self-Cognitive Difficulties Scale. With respect to the relationship between sub-factors of the Self-Cognitive Difficulties Scale and sources of advice, the students who asked specialists for advice had significantly higher scores for the factors of interpersonal relationships and reading/writing, as well as significantly higher scores for impulsivity and learning-related difficulties. The students who asked their previous high school teachers for advice had significantly higher scores for inattention and reading/writing. Furthermore, the students who asked senior students in the same department for advice had a significantly higher score for learning-related difficulties. Conclusion: Our results suggested that professional training college students with a high Self-Cognitive Difficulties Scale score are more likely to choose a specialist as the source of advice. When providing educational support to professional training college students, it is important to consider the possibility that their sources of advice might differ depending on their individual self-perceived difficulty characteristics

Factors Influencing Psychological Independence in Adolescents and Their Relationship to Coaching-based Support from Significant Others

[Background] An increasing number of adolescents are experiencing social maladjustment. This development may be due to serious conflicts regarding psychological independence. This study aimed to elucidate factors that influence psychological independence in adolescents and to clarify the relationship among coaching-based support from significant others, adolescent self-esteem, and adolescent psychological independence, in order to help prevent and treat social maladjustment in adolescents. [Methods] A total of 1814 students in all years at 2 universities and 1 junior college in A Prefecture, Japan, completed an anonymous self-administered questionnaire. The questionnaire asked about the participants’ attributes, support relationships, psychological independence, and self-esteem. Coaching-based support was assessed by the Accelerate your Coaching Effectiveness scale; psychological independence by the Psychological Jiritsu Scale; and self-esteem by the Rosenberg Self-Esteem Scale. [Results] Gender, grade, major, current living situation were found to influence psychological independence of adolescents. The most significant others who had the most influence on psychological independence were mothers, fathers, and friends for male adolescents, and mothers, friends, and fathers for female adolescents, in that order. In female, coaching-based support from significant others increased their self-esteem and promoted all the sub-scales of psychological independence. In male, coaching-based support boosted their self-esteem and promoted the following sub-scales; “future orientation”, “appropriate human relations”, “value judgment and execution”, “responsibility”, and “social perspective”, except for “self-control”. [Conclusion] We believe that coaching-based support from significant others can effectively help adolescents build their self-esteem and can promote their psychological independence

On the Extensions of Single Valued Continuous and Set Valued Usc Maps

We show that two main theorems: (1) A regular space Y has a complete sequence if and only if the set valued usco map to Y defined on every dense set D of any space X has an usco extension over a G&#948;-set in X containing D. (2) A regular space Y with a G&#948;-diagonal has a complete sequence if and only if the single valued continuous map to Y defined on every dense set D of any space X has a continuous extension over a G&#948;-set in X containing D.</p