OBJECTIVE: Several studies have analyzed the relationship between Emotional Intelligence (EI) and dark personality, but the results are inconclusive. One study tested correlations between traits that may underlie a person-centered profile of \"dark EI.\" Our study aimed to replicate and extend that research, identifying profiles in Spaniards and examining the differences between the profiles based on different variables of interest.
METHODS: Two studies were designed, the first one (N = 1241) focused on trait EI and the Dark Triad, and the second one expanding the previous (N = 392) focusing on ability EI and the Dark Tetrad.
RESULTS: Three profiles were obtained in both studies: nondark and non-EI profile, dark profile, and average narcissistic and high EI profile. The latter showed the highest self-esteem, strengths, well-being, and civic engagement, and the lowest psychological difficulties and personal distress.
CONCLUSIONS: Our results reinforced the findings of the study we replicated, not supporting the presence of dark EI, but also not supporting the presence of high EI with very low levels of dark traits. These results have implications when designing preventive actions to improve emotional education.

OBJECTIVE: To reveal the effectiveness of didactic architectures and pedagogical strategies to be implemented in nursing curricula to develop and improve Emotional Competencies (EC) in undergraduate nursing students.
METHODS: Systematic review of effectiveness conducted according to Joanna Briggs Institute (JBI) guidelines. We followed the PRISMA statement to guarantee the transparency of the review and the GRADE to report the strength of evidence.
METHODS: Seven databases were searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Grey literature was also searched through the OpenGrey database.
METHODS: Studies focusing on educational programmes and/or activities to develop EC in nursing curricula, published in English or Italian were included. Quality assessment of the studies was evaluated using JBI critical evaluation tools and the Mixed Methods Appraisal Tool (MAAT). Following JBI guidelines, a narrative synthesis was performed.
RESULTS: A total of 19 studies from 8 countries were included. The population varied from first to fourth-year students in relation to the duration of the undergraduate nursing program across the various countries. Most of the students were females. The age of the participants ranged between18 and 56 years. The most common pedagogical strategies were simulation, role playing, and face-to-face lessons. In some cases, studies combined two or three pedagogical strategies in the same intervention. The most effective strategy was simulation, which improved EC, compassion, self-awareness, self-efficacy, empathy, critical thinking, clinical practice skills, and teamwork skills. Furthermore, the combination of lessons, simulation, and literature exploration effectively developed communication skills, and improved students\' satisfaction.
CONCLUSIONS: Investing in simulation, role-playing activities, and lessons regarding the importance of EI, empathy and compassion, and the role of an emotionally competent nurse leads to improved nursing care and wellbeing.

Emotional elicitation during wine consumption is a complex fenomena based on subjective experience and influence by physiological, cognitive and behavioural changes. The present study used a quasi-experimental design to examine consumers\' emotional responses during blind tastings of sherry wines, considering variables such as consumer experience, gender and Emotional Intelligence (EI). 66 participants were classified as non-expert (34) and expert (32) consumers to participate in blind tastings. Their emotional responses were measured using the EsSense25 Scale and the Perceived Emotional Intelligence was assessed through the Trait Meta-Mood Scale. Few differences were observed on emotional elicitation based on gender or consumer experience (non-expert vs expert), however the interaction of these variables was a good predictor of emotional response variance. Wine type also has an effect on emotional response, emphasising the role of sherry wine characteristics in consumer emotions. Furthermore, the Emotional Attention, one of the three dimensions of Emotional Intelligence, was found as a good predictor for the emotional responses to wine consumption. This relationship may be a key factor in understanding the differences between responsible consumption and excessive consumption, as indicated by research focused on binge drinking.

暂无摘要。

The teaching of emotional intelligence (EI) in pharmacy curriculums is an important part of a pharmacy learners\' professional development and is crucial to improving interactions with health care providers and patients. However, the coaching of students to understand strengths and weaknesses related to their EI scores and how to facilitate these opportunities for personal growth is often the missing link from the teaching process. This commentary explores a college of pharmacy\'s experience with the incorporation of EI into the curriculum, with a focus on coaching students beyond the assessment numbers they receive. This requires placing emphasis on the broad applicability of EI, its personalization, and the actionable potential for growth. Guided reflections and individualized coaching, which differ from general teaching practices in pharmacy curricula today, can be used to promote the application of results as drivers for personal and professional success. Colleges/schools of pharmacy should consider investing resources in not only teaching students about EI but also coaching students as part of their professional journey.

Purpose Empathetic engagement is considered a vital component in forming respect-based relationships between patients and clinicians, leading to more optimal patient care. The purpose of this study was to explore whether there was a relationship between dental hygiene students\' levels of empathy and student demographics including age, gender, year in school, and the degree type of dental hygiene program attending.Methods This was a cross-sectional observation study conducted among dental hygiene undergraduate students attending three dental hygiene programs in the Midwestern United States. Two programs offered associate degrees and one offered a baccalaureate degree. Participants completed the 20-item Jefferson Scale of Empathy©, student edition (JSE-S) along with demographic questions including age, gender, year in dental hygiene program, and degree type of dental hygiene program. Descriptive statistics and comparisons of the empathy scores were conducted using t-test and one-way analysis of variance (ANOVA). Regressions were conducted to determine whether the students\' year in dental hygiene program and the type of degree program were predictors of empathy.Results Forty-one participants completed the questionnaire for a 65% response rate. The mean empathy score was 83.05 ± 10.04 among the participants. There were no statistically significant differences between levels of empathy of first- and second-year students or those attending a two-year institution versus a four-year university. Age, year in program, and type of degree were not shown to be predictors of empathy.Conclusion Results from this study did not show relationships or predictors of empathy with dental hygiene students\' demographics or type of degree program. Future research should expand beyond a small homogenous convenience sample and include a longitudinal gauge to assess potential fluctuations in empathy as students progress throughout the curriculum and as practicing clinicians.

OBJECTIVE: To examine the effect of internet addiction on emotional intelligence among nursing students. Internet addiction, especially among nursing students, is an ongoing and urgent issue globally. Despite studies acknowledging its negative effects, the specific impact on the emotional intelligence of college students is not completely explored and needs more investigation.
METHODS: A correlational cross-sectional descriptive study.
METHODS: Participants included 180 nursing students from Mansoura University, Egypt. They completed the Socio-demographic sheet, Internet Addiction Test, and Schutte Self-Report Emotional Intelligence. Descriptive statistics, Pearson correlation, and regression analysis were conducted to analyze the data.
RESULTS: Nursing students experience a moderate level of internet addiction and a neutral level of emotional intelligence. A significant negative relationship was established between internet addiction among students and their emotional intelligence (r = - 0.53, p < 0.001) and its four facets: perception of emotion, managing own emotions, managing others\' emotions, and utilization of emotion. Regression analysis showed that internet addiction had a negative effect on emotional intelligence among nursing students (β = - 0.553, p < 0.001) and explained 30.5% of the variance of emotional intelligence among nursing students.
CONCLUSIONS: The study findings suggest that internet addiction negatively impacts the emotional intelligence of nursing students, which is crucial for effective interpersonal relations and professional competence in nursing.
CONCLUSIONS: The study underscores the need for educational programs to raise awareness about the hazards of excessive internet use and to promote activities that mitigate internet addiction.

UNASSIGNED: The main purposes of the nursing profession are to protect and improve health and to prevent and heal diseases. It is crucial to investigate the factors that can influence nurses\' ability to enhance their performance in their professional lives and conduct the nursing care process more qualitatively and effectively.
UNASSIGNED: This study aimed to examine the association between emotional intelligence and compassionate communication in nurses.
UNASSIGNED: This cross-sectional and descriptive study was conducted with 140 nurses working in various units of the public hospital in Kilis, Turkey. Data were collected through a demographic information form, Emotional Intelligence Scale, and Compassionate Communication Scale.
UNASSIGNED: It was determined that nurses\' emotional intelligence and compassionate communication were above average. A significant association was found between nurses\' emotional intelligence and compassionate communication (F = 16.08, P < .001) and emotional intelligence explains 10% of the variance in compassionate communication (R = 0.323, R2 = 0.104).
UNASSIGNED: Emotional intelligence and compassionate communication should be taken into consideration so that nurses can recognize and understand patients\' emotions, alleviate their hurt, and deliver delicate, kind, and compassionate care.

Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers\' social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.

BACKGROUND: There is a critical global shortage of nurses in mental health, with workforce attrition due in large part to workplace stressors. Proactive strengths-based interventions to strengthen nurses\' capacity to manage stress and improve mental health, wellbeing and resilience may also support workforce retention.
OBJECTIVE: To determine the effects of a resilience-building programme on mental health nurses\' coping self-efficacy (primary outcome), and psychological distress, wellbeing, resilience, posttraumatic growth, emotional intelligence behaviours, workplace belonging, and turnover intention (secondary outcomes).
METHODS: Partially clustered randomised controlled trial.
METHODS: Large tertiary metropolitan mental health service in Australia.
METHODS: A total of 144 registered and enrolled nurses working clinically ≥0.6 full-time equivalent (73/intervention, 71/control), with 122 completing 3-month follow-up.
METHODS: The Promoting Resilience in Nurses programme is an evidence-based workplace intervention delivered by trained facilitators across two workshops. Surveys were administered online upon registration and prior to randomisation (Time 1) into Intervention or Control (no intervention) arms, and immediately after the final workshop (Time 2), and at three months follow-up (Time 3). Linear mixed models for outcome measures were fitted to Time 2 and 3 responses.
RESULTS: There were seven intervention groups, with seven to 13 participants per group. Coping self-efficacy improved at Time 2 (estimated intervention effect 21.2 units, 95 % Confidence Intervals: 13.3 to 29.0) and Time 3 (12.1 units, 4.7 to 19.6), as well as wellbeing (Time 2: 9.2 units, 5.0 to 13.4), resilience (Time 2: 0.24 units, 0.01 to 0.46) and posttraumatic growth (Time 2: 16.1 units, 7.0 to 25.3). Psychological distress reduced (Time 2: -3.7 units, -6.2 to -1.31). All were sustained at three months. Emotional intelligence behaviours were improved (Time 2: 3.5 units, 0.6 to 6.5) but not sustained. Workplace belonging improved at Time 3 (0.34 units, 0.02 to 0.65) only. No statistically significant effects for turnover intention.
CONCLUSIONS: Despite major contextual challenges, the Promoting Resilience in Nurses programme achieved the aims of promoting nurses\' efficacy to cope with stress and regulate their emotions and improving mental health and wellbeing. The findings support the programme as a feasible and successful intervention for nurses across other settings and contexts.
BACKGROUND: Australian New Zealand Clinical Trials Registry (ACTRN12620001052921). Registered 15/10/2020. First recruitment 04/02/2021.
CONCLUSIONS: Promoting Resilience in Nurses intervention improved coping self-efficacy, wellbeing, resilience, posttraumatic growth, emotional intelligence and psychological distress.