Abstract
D.Cur.
The overall objective of this research study was to develop a model of emotional
intelligence for the facilitation of wholeness in critical care nurses in South Africa.
Critical care nurses often nurse three or more critically ill patients during one shift
(Fiakus, 1998). The environment in the critical care unit is highly stressful, highly
emotionally charged and emotionally demanding for the nurses that work there. This
can lead to the nurse developing burnout (Coates, 2001 ). Burnout in a critical care
nurse can have devastating consequences such as decreased well-being of the
nurse, decreased quality of care, poor communication and increased costs to the
employer related to absenteeism and high staff turnover (Poncet, Toullic, Papazian,
Kentish-Barnes, Timsit, Pochard, Chevret, Schlemmer & Azoulay, 2006).
In a study by Shipley, Jackson and Segrest (2004), it was found that staff with
increased emotional intelligence enjoyed better emotional health and more
satisfaction both at home and at work. The question that arose was what is the
emotional intelligence of critical care nurses in South Africa.
A theory-generative, exploratory, descriptive and contextual research design was
used. The research study was carried out using a modification of the method of
theory generation as described by Chinn and Kramer (1985).
Step one dealt with the empirical phase in which the main concept was distilled from
the results of the data analysis. The quantitative research design used for this phase
was a typical descriptive survey design. The entire accessible population (N=380)
consisted of registered nurses that attended the Critical Care Congress in 2009.
They represented a wide range of registered nurses that worked or had worked in
critical care in both the private and public health sectors in South Africa. The data
collection instrument consisted of a biographical datasheet from which the sample
(n=220) was divided into various context groups. Participation was voluntary and all
participants signed a consent form. The second part of the data collection instrument
consisted of the Trait Emotional Intelligence short form (TEIQue-SF). The data was
analysed using SPSS. The sample consisted mainly of a group of mature, female
and professionally experienced critical care nurses. They held a variety of job
descriptions in critical care nursing. Nurses who are older and have more experience
in critical care appear to have a higher range of emotional intelligence. This was also
confirmed in a study by Shipley et al. (2004) in which emotional intelligence was
associated with work experience. Based on the tests of normality, there was no
significant difference in the emotional intelligence of the various context groups that
were identified from the single sample (n=220). The exploratory factor analysis
identified eight factors as having eigenvalues greater than 1. The statistical evidence
pointed to concentrating on factors 1 and 2, and pragmatically these two factors
became the focus of the model, as they form the central essence of emotional
intelligence of the critical care nurse. The facilitation of inherent affective and mental
resourcefulness and resilience was the main concept of the model.
Step two comprised the definition and classification of the central and related
concepts. This was achieved by finding dictionary meanings and their subject usage.
The attributes identified were synthesised to form a definition in chapter five.
Step three provided a description of the model. A visual application of the model was
shown in chapter six, which highlighted the concepts as proposed by Dickoff, James
and Wiedenbach (1968). Three stages of the process of facilitation of emotional
intelligence were used to develop the inherent affective and mental resourcefulness
and resilience of the critical care nurse.
Step four entailed the description of guidelines for operationalising the model in
practice to facilitate the emotional intelligence of the critical care nurse in South
Africa.
Evaluation of the model was undertaken according to Chinn and Kramer (1991 ).
To ensure valid results a model of trustworthiness proposed by Guba (1981, in
Krefting, 1999) was utilised for the macro argument for the total model. In this study
ethical conduct was applied as described by Burns and Grove (2009).
The limitations of the research study are highlighted in chapter seven and
recommendations of the model for nursing practice, nursing research and nursing
education are also made.