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Abstract

Objective: To synthesize the evidence that explored resilience and emotional intelligence in undergraduatenursing students.Background: Nursing is a demanding profession that offers unique challenges. Emotional intelligence and resilienceare traits that can allow nursing students to effectively respond to challenges in professional placementsand future practice.Design: An integrative review incorporating both quantitative and qualitative research designs.Data Source: Studies in the English language were identified through a systematic search in electronic databases:CINAHL, PubMed, ERIC, Scopus and PsycINFO. No restriction dates were used and the search was up untilNovember 1, 2017.Review Methods: Methodological quality was assessed using the Critical Appraisal Skills Programme checklist forqualitative research and the Newcastle-Ottawa Quality Assessment Scale for quantitative research. Data analysiswas conducted based on the integrative review method.Results: Fourteen articles were included. A positive relationship was found between resilience and performancein undergraduate studies including professional experience placements. While some studies observed an importantrole for emotional intelligence for nursing students, there is currently insufficient evidence to concludethat emotional intelligence improves nursing students' communication, academic success and retention.Conclusion: Developing skills, such as resilience, as part of nursing programs allows students to be better preparedto deal with the unique challenges in nursing practice.

Item Type:	Article
Authors/Creators:	Cleary, M and Visentin, D and West, SG and Lopez, V and Kornhaber, R
Keywords:	Emotional intelligence; Nursing Resilience; Nursing students; Undergraduate; Baccalaureate; Integrative review
Journal or Publication Title:	Nurse Education Today
Publisher:	Churchill Livingstone
ISSN:	0260-6917
DOI / ID Number:	10.1016/j.nedt.2018.05.018
Copyright Information:	Copyright 2018 Elsevier Ltd.
Related URLs:	Google Scholar: Cleary, M UTAS Profile: Cleary, M Google Scholar: Visentin, D UTAS Profile: Visentin, D Google Scholar: Kornhaber, R UTAS Profile: Kornhaber, R
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