Fundamentals of Nursing and Midwifery 2e

Unit III Thoughtful practice and the process of care

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Emotional intelligence is the term used to describe recognition of the impact that our emotions have in the deci- sions we make and the actions we take. It differs from the kind of intelligence measured on IQ tests as required for academic pursuits. An individual may have high levels of either emotional intelligence or academic intelligence, but in nursing and midwifery, with their dual requirements of technological knowledge and effective human relationships, high levels of both are required. Emotional intelligence is important to clinicians (Codier, 2010) because it has been shown to have a positive effect on decision making, problem solving (Akerjordet & Severinsson, 2007) and workplace coping (Smith, Profetto-McGrath & Cummings, 2009). The five essential components of emotional intelligence may be grouped into the two spheres of personal skills and social skills (see Box 13-1). Emotional intelligence is used in many fields, from busi- ness to education and the health professions. It can be measured through psychological testing of empathy, and can be developed through improving interpersonal skills. There are many resources such as books and workshops that focus on developing emotional intelligence as an essential skill for clinicians. As noted previously, the importance of developing the deepest level of self-awareness—and an awareness of the impact that our own beliefs, prejudices and biases may have on the therapeutic relationship—is discussed in Chapter 6 in relation to cultural safety. Further to this, Chapter 11 explores the concept of being in touch with our own personal integrity and moral agency. These personal issues, which are integral to the ways in which we interact with others, must be part of our personal reflections so that any impediment to delivering person-centred care is personally confronted and overcome. This can be achieved through being emotionally intelligent. BOX 13-1 Emotional intelligence: Personal skills and social skills Personal skills • Self-awareness (emotional awareness, highly functional level of self-assessment, sound self-esteem) • Self-regulation (skills in impulse control, ability to control own emotions, acceptance of the need for change, ability to think creatively and innovatively) • Motivation (positive outlook or optimism, need to achieve and initiate) Social skills • Empathy (ability to recognise and understand others’ emotional needs, willingness to respond appropriately to those needs, motivation to develop these skills in others) • Social skills (leadership ability, conflict management and persuasiveness)

Self-awareness and personal knowledge Clinicians come to the profession as adult learners who bring a wide range of life experiences and often a wealth of personal knowledge. Chapter 9 discusses how the personal knowledge that comes from an understanding of the self of both the carer and the person cared for is an important com- ponent of person-centred care. Like many other skills in nursing and midwifery, this understanding of self often needs to be developed so that the personal knowledge that nurses and midwives acquire in their life is fully understood and valued. The following section explores some of the ways that have been advocated to develop this sense of self. Developing self-awareness Developing self-awareness is not a static process. It has been described as a journey in which the destination is never reached (Jack & Smith, 2007). Clinicians must continuously strive to stay in touch with their deeper self. A number of views have been advanced as to how this self-awareness may be enhanced. These include using the Johari window as a tool to know the self. All of these methods are dependent on the person feeling safe to reveal their thoughts and feelings. Johari window The Johari window evolved from the philosophical stance of psychologists Luft and Ingram. They maintained that self-disclosure and openness, when explored in an environment of trust and mutual respect, could lead to personal growth and development resulting from greater self-knowledge and awareness. This growth resulting from increased self-knowledge also has a positive effect on personal relationships (Hargie, 2011). The Johari window, as shown in Figure 13-2, demon- strates there are facets of ourselves that are known to us and to others, referred to as the ‘open area’. Other facets known to us but not known to others are described as the ‘hidden area’. Facets known to others but unknown to us are referred to as the ‘blind area’, and facets unknown both to us and others are referred to as the ‘unknown area’ (Luft & Ingham, 1955, cited in Sully & Dallas, 2005). Using the Johari window, the chief aim of the exploration of self that leads to greater self-knowledge is to increase Window 1 and reduce the others. Window 2 may be reduced through being open to feedback, and Window 3 may be reduced through self-disclosure. Window 4 requires deep and

1. Open area

2. Blind area

Known to self and others

Known only to others

3. Hidden area Known only to self

4. Unknown area Known neither to self nor to others

Figure 13-2 The Johari window

Source: Cadman, 2001.