Effectiveness of Neurolinguistic Programme Upon Emotional Intelligence among Nursing Faculty
DOI:
https://doi.org/10.31305/rrijm.2024.v09.n05.030Keywords:
Emotional intelligence, Neurolinguistic Programme, Faculty, NursingAbstract
Emotional intelligence among nursing faculty is vital for modelling effective communication and support for students, fostering a positive learning environment. It also enhances faculty resilience, enabling them to manage stress effectively and provide quality education consistently. This study aimed to assess the the Effectiveness of Neurolinguistic Programme upon Emotional intelligence among Nursing Faculty at Selected Nursing Colleges, Chennai. Methods: The Quasi-Experimental Research design was used to assess the Effectiveness of the Neurolinguistic Programme upon Emotional intelligence among 180 nursing faculty (90- control & 90-intervention group) who were selected using purposive sampling technique. Data was collected using tools such as Proforma to assess the Background characteristics of the college faculty, Emotional intelligence Self-evaluation inventory-Schuttee. Collected data were tabulated and analyzed using descriptive statistics like frequency, Mean, SD and inferential statistics such as using one-way ANOVA/t test in SPSS 24. Results: Study findings revealed that there is statistically significant difference in Emotional intelligence scores between Control (102.32/165±18.64) and Interventional group of Faculty in the post test (134.50/165±19.764, p<0.001). ie. Emotional intelligence scores were significantly high in the interventional group than the control group of Faculty, which can be attributed to the effectiveness of Neurolinguistic Programme upon Emotional intelligence nursing faculty. Conclusion: NLP techniques increase emotional intelligence in nursing faculty, promoting compassionate communication and patient care. These benefits extend to teaching, which improves the learning experience for students. Healthcare settings benefit from improved emotional understanding in both patient treatment and educational processes.
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