Development Opportunities of Emotional Intelligence with reflective strategies using video-based training

Background: Within nursing, Emotional intelligence (EI) means the ability of nurses or nursing students to understand not only their own feelings and reactions, but also, and more importantly, the feelings and reactions of the patients in their care. EI plays an important part in forming successful human relationships as a part of emotional labour. Emotional labour is important in establishing therapeutic nurse–patient relationships but carries the risk of ‘burnout’ if prolonged or intense. Objective/Purpose: The assessment of students' views and perceptions of video based training as an opportunity to develop emotional intelligence. Material and methods: Data about the video-based training in relation to EI were collected, after the completion of the reflection assignments, using semi-structured interviews and reflective sheets (ALACT model /acronym of the basic phases and steps/ - Action, Looking back on the action, Awareness of essential aspects, Creating alternative methods of action, Trial). The study included 46 students in total (post-graduate student Intensive care nurses) in two sequential academic years (2012/13 n = 15 and 2013/14 n = 31). The results showed that students in both cohorts considered video as an effective tool for carrying out self-evaluations and development of EI. The usefulness of video and peer-feedback for other reflection processes differed in students' view. Most students (80 %) appreciated the opportunity of viewing some unusual situations from clinical practice and appropriate ways of communicating. Some students (17 %) stated that they needed more time for similar teaching activities. Conclusion: 80 % of all the students considered video based training generally useful for all the reflection processes and improvement of EI; however they also indicated some limitations (i.e. time consuming teaching method). The study demonstrated that student-centric pedagogies and reflective activities on student learning showed more advanced development of self-evaluated EI

The emergence of wellbeing in late modern capitalism: Theory, research and policy responses

This article outlines a historical and theoretical framework that traces the historical and discursive emergence of the concept of wellbeing as a consequence of the decline of traditional capitalism and modernity and the subsequent shift to a late modern capitalist economy. On the structural level, this shift precipitates a new type of consumption that not only characterises the productive and physical capacity of the economy and products, but cascades into the social construction of multiple discursive, symbolic and cultural products, images, and forms of information and meanings, from wellbeing emerges. This process has consequences for individuals in late modernity as they navigate through a world where life-worlds, security and relationships are disrupted and require new forms of revising and responding to change. Consequently, wellbeing further establishes a means of responding and adapting to, for instance, changing lives, circumstances, security, and happiness. The emergence of wellbeing as a significant component of social policy discourses has also precipitated debate around the types of research and policy responses relevant to the study of wellbeing. As a result, the article also prescribes an epistemology founded upon a 'cultural' and 'relational' approach that can effectively underpin research and social policies relevant to wellbeing in late modern capitalism

Measuring and addressing pain in people with limited communication skills: The “I hurt help me" pain management project

There are no national standards for pain assessment and treatment for people with Learning Disabilities or those who have limited communication skills. Residential homes are usually privately run with non NHS employees and there is a lack of training on pain and its management, with many staff unaware of basic treatment options. Following an audit within a range of Learning Disability Care Homes in a district in one county in the United Kingdom (UK) looking at pain assessment and management, a small feasibility study was carried out to ascertain which of three pain measurement tools were found to be most useful. DISDAT was identified as the tool of choice. A training package entitled “I Hurt Help Me” was developed for managers and carers working with people with a learning disability. The training consisted of how to assess pain using the DISDAT tool and pain management. The training sessions involved 203 carers in 54 residential homes, providing care for more than 287 residents. The evaluation of these sessions is presented here and demonstrates that carers’ pain assessment and management skills improved facilitating more individualised intervention. The standard of recording has improved and Health Action Plans (HAPs) are now becoming commonplace with detailed descriptors of individual residents - allowing a baseline to work from, enabling faster and more effective care for people with Learning Disabilities and the resultant reduction in challenging behaviour. The importance of training non-registered staff is highlighted and the need for further development in this area

Reaching across organisational, sectoral and geographical boundaries: exploring the learning potential of an EU cross-border project

Research This paper outlines some of the key findings from an evaluation of the project and demonstrates that EC funded projects such as this, which seek to promote cross border collaboration and understanding (i.e. across organisational, sectoral and geographical boundaries) offer considerable learning potential – not least about variances in health politics across different communities. However, for this learning to be realised a comprehensive system of knowledge management needs to be an integral part of project planning alongside a system for sustaining embryonic professional networks. The concept of managing relationships was also a key part of the projects success. Executing a project funded by the EU demands the development of complex organisational skills to negotiate all the administrative challenges en route to successful completion and this project in particular relied for its success on the development of social relationships of trust and mutual respect across national, professional and social boundaries. Context A three–year European Commission funded project designed to exchange a wide range of staff (professional semiprofessional and voluntary staff in health and social care) project led by the University of Greenwich (UK) and the Université Catholique de Lille, France was completed this year (February 2008). The project was complex because it involved working in different national contexts, was multi-disciplinary, and demanded the negotiation of multiple boundaries. Theories A mixed method evaluation including written reports gathered immediately after each exchange visit and a post hoc series of individual interviews and focus groups was conducted in order to gain qualitative information (from the participants perspective) on their experiences and to identify any learning gained. Results Analysis of the data provided evidence of learning on a number of levels; personally, inter and intra professionally and organisationally as well as across sectors and also from a project management perspective. The learning crystallised around the extent of the differences noted by the participants between the UK and the French health and social care systems despite geographical proximity, common membership of the EU and many shared challenges in health and social care. The extent of these differences, noted at every level from policy to practice proved a rich source for reflection on organisational philosophies, ways of working, distribution of resources, professional roles and autonomy and professional registration and mobility - in short on health politics at ‘macro’ and ‘micro’ levels

Health Interreg Sante, un projet qui fait bouger...

Newsletter outlining the project objectives and updates

Globalisation and global public health

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