Theodore A. Pettinicchi, MSN, Theodore A. Pettinicchi, MSN, RN-BCRN-BC

Walden UniversityWalden University

Objectives Participants will be able to describe

emotional intelligence

Participants will be able to state the importance of learning in the affective domain

Participants will be able to list two ways to apply emotional intelligence to teaching

2

IntroductionIn this presentation, we will be discussing

incorporating Emotional Intelligence (EI) into teaching the American Heart Association’s Advanced Cardiac Life Support (ACLS) course to nurses who have never had the course before.

These prospective ACLS students may be New-To-Practice nurses or they may be experienced nurses.

A New-To-Practice nurse is one who has graduated from nursing school less than a year ago.

3

Introduction What do you think emotional intelligence

is?

Is it emotional learning? Learning about emotions?

Should you employ teaching methods which address learners’ emotions?

4

IntroductionWhat does EI mean to the adult learner?

Address adult learning needs based on EIself-awareness: understanding of one's strengths,

weaknesses, emotions, needs and drives

self-regulation: impulse and behavior control

self motivation: achieve for intrinsic reasons

social awareness: empathy

social skills: proficiency in managing relationships; conflict management; rapport

5

IntroductionExperiences are “colored” or “flavored” with

emotions

A strong emotion can be connected to an experience and evoke it again when a similar experience occurs Reeves (2005)

6

IntroductionReeves (2005) also points out that situational

stress can undermine decision-making, concentration, and recall, which can lead to an increase in errors.

The physiology behind this is that the emotion center of the brain, the amygdala, can override higher, cognitive thinking and interfere with performance. This is likely from where test anxiety arises.

7

Learning in the affective domainWe give much attention to learning in the

cognitive domain: “Certain drugs can promote ion ‘set up’ in the myocardium”

And, to learning in the psychomotor domain: “I am correctly redemonstrating cardiac compressions”

We need to teach more to the affective domain: “I am excited that I know what to do for a patient during a resuscitation”

Learning in the affective domainAdults learn on an “importance scale”: why

do I need to learn this? Learning needs to be meaningful and have value

Affective learning adds meaning to the content learned

Adults construct their own meaning for their learning Merriam, Caffarella, & Baumgartner, (2007)

Learning in the affective domain

Adults process their learning and assign meaning to it in this way.

Emotions can influence and increase the meaning

More meaning = stronger, more effective learning

How does this apply to teaching ACLS to nurses?We need to teach ACLS through addressing these adult EI learning needs:

self-awareness: address fearfulness in nurses by

allowing them to be Code Leader in an emotionally safe

environment

self-regulation: “a quiet code is a happy code”—no

yelling or carrying on

How does this apply to teaching ACLS to nurses? (cont.)We need to teach ACLS through addressing

these adult EI learning needs:

self motivation: “I want to learn ACLS so I’m prepared”

social awareness: teach all nurses that New to Practice

RNs can be really frightened and will need support in a code

social skills: teach the AHA’s Team Resuscitation

concept: mutual respect, elicit contributions, positive

reinforcement

More Effective ACLS educationBy teaching to adult learners’ EI needs, ACLS

education can become more effective

Concepts are better retained

Internalization of key points is enhanced

Outcome: through these techniques, nurses are more

effective ACLS providers

Outcome: More effective nurse providers of ACLS

promotes more successful patient outcomes.

OutcomesNurses’ skills with EI lead to better

interpersonal relationships, which are associated with positive patient outcomes through healthy work environments (Codier, Molina Kooker, & Shoultz, 2008)

According to Codier, Molina Kooker, & Shoultz (2008), nurses can be taught EI which be improved toward developing an environment of respect through better communication.

14

How, then, is EI incorporated into an ACLS course?This can be accomplished by:

Promoting a collegial atmosphere in the classroom portion through eliciting questions and encouraging discussion

Presenting the practical, scenario-based, decision-making portion of the course (the MegaCode) as a group effort, with all members contributing toward the common goal of treating a patient’s cardiac arrest

Making that MegaCode experience nonthreatening and keeping it an emotionally safe environment, focused on the learning

15

Examples of how to incorporate EI:Promoting a collegial atmosphere in the

classroom:While ACLS depends heavily on audiovisuals,

the instructor is present to answer questions.Questions must be answered in a supportive,

respectful manner. Encourage discussion of the content presented

by asking whether the learners have had any experiences using ACLS prior to this class and ask them to briefly describe these (as time permits)

16

Examples of how to incorporate EI:Presenting the MegaCode as a group effort

Upon taking a group of learners into the simulation room with the manikin and other training equipment, ask where the learners work (one is from the ER, one from ICU, etc) to construct a scenario most like the learners’ experiences thus far

Each will take a turn as Code Leader (primary decision maker). If they “freeze”, skip their turn and come back

During the development of the resuscitation scenario, allow the “helpers” (non-Code Leaders) to contribute suggestions to assist the leader

17

Examples of how to incorporate EI:Making that MegaCode experience nonthreatening

and emotionallyEnsure there is mutual respect among the learners

during the scenarioElicit assistance from the group for the Code Leader

when they do not know the answer or are unsureWhenever possible, within course guidelines, ask

leading questions of the learners so that they may arrive at the answer they need on their own, should they come up blank

Working together as a team in the resuscitation scenario fosters the social skill of managing professional relationships

18

Conclusion

19

Emotions affect what and how adults learnEmotions can reinforce or hinder learningAdults should be taught with emotional

intelligence in mind, as addressing its areas of influence will enhance adults’ learning

Examples of how emotional intelligence can enhance nurses’ learning of ACLS include promoting collegiality, presenting the MegaCode as a group effort and keeping it an emotionally safe environment, focused on the learning

EvaluationsPlease email your evaluations to me at either:

Theodore.pettinicchi@waldenu.edu or

pettinit@UPHS.upenn.edu

20

ReferencesCherniss, C., Extein, M., Goleman, D. & Weissberg, R. P. (2006) Emotional

Intelligence: what does the research really indicate? Educational Psychologist, 41(4), 239–245

Codier, E., Molina Kooker, B., & Shoultz, J. (2008) Measuring the Emotional Intelligence of Clinical Staff Nurses: an approach for improving the clinical care environment. Nurs Admin Q, 32 (1), 8–14

21

ReferencesLatif, D. (2004) Using emotional intelligence in the planning and implementation of a management skills

course. Pharmacy Education, 4 (2), 81-89.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.

(2007) Learning in adulthood: A comprehensive

guide. San Francisco: Jossey-Bass. 380-383.

References

Reeves, A. (2005) Emotional Intelligence: recognizing and regulating emotions. AAOHN Journal, 53 (4) 172-176

23