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Developing Emotional Regulation for ...

Sanchez, Amber.

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Developing Emotional Regulation for Professional Nursing Practice: A Descriptive Correlational Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Emotional Regulation for Professional Nursing Practice: A Descriptive Correlational Study./
Author:	Sanchez, Amber.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	132 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31331409
ISBN:	9798382831947

Developing Emotional Regulation for Professional Nursing Practice: A Descriptive Correlational Study.
Sanchez, Amber.

Developing Emotional Regulation for Professional Nursing Practice: A Descriptive Correlational Study. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 132 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Oklahoma City University, 2024.

Adaptive emotional regulation skills are an essential component for professional nursing practice. Nursing programs have a responsibility to prepare nursing students for cognitive, physical, and emotional aspects of the nursing profession. This study examined emotional regulation skills and difficulties in prelicensure Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) students in a south-central region of the United States using a descriptive correlational quantitative approach. Emotional regulation skills of reappraisal and suppression were measured by the Emotion Regulation Questionnaire (ERQ) and difficulties in emotion regulation were measured by the Difficulties in Emotion Regulation Scale- Short Form (DERS-SF). Variances in the use of reappraisal or suppression were not evident among nursing students indicating no growth or changes in emotional regulation skills from entry into a nursing program to graduation. Difficulties with emotional awareness and goal directed behavior during emotional situations for nursing students was highlighted. Without adaptive emotional regulation skills and abilities to navigate difficulties in emotion regulation nursing students may be at a higher risk of emotional exhaustion, burnout, moral distress, and compassion fatigue ultimately leading to dissatisfaction in the nursing profession. Emotional regulation education should be included in nursing program curriculum to prepare nursing students for the emotional labor experienced in the nursing profession and continued by healthcare organizations employing nurses. Further research to identify impacts of emotional regulation and the nursing profession is recommended.

ISBN: 9798382831947Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Emotional labor

Developing Emotional Regulation for Professional Nursing Practice: A Descriptive Correlational Study.
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500 $a Advisor: Diener, Elizabeth.
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520 $a Adaptive emotional regulation skills are an essential component for professional nursing practice. Nursing programs have a responsibility to prepare nursing students for cognitive, physical, and emotional aspects of the nursing profession. This study examined emotional regulation skills and difficulties in prelicensure Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) students in a south-central region of the United States using a descriptive correlational quantitative approach. Emotional regulation skills of reappraisal and suppression were measured by the Emotion Regulation Questionnaire (ERQ) and difficulties in emotion regulation were measured by the Difficulties in Emotion Regulation Scale- Short Form (DERS-SF). Variances in the use of reappraisal or suppression were not evident among nursing students indicating no growth or changes in emotional regulation skills from entry into a nursing program to graduation. Difficulties with emotional awareness and goal directed behavior during emotional situations for nursing students was highlighted. Without adaptive emotional regulation skills and abilities to navigate difficulties in emotion regulation nursing students may be at a higher risk of emotional exhaustion, burnout, moral distress, and compassion fatigue ultimately leading to dissatisfaction in the nursing profession. Emotional regulation education should be included in nursing program curriculum to prepare nursing students for the emotional labor experienced in the nursing profession and continued by healthcare organizations employing nurses. Further research to identify impacts of emotional regulation and the nursing profession is recommended.
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