Emotional intelligence education in pre-registration nursing programmes: An integrative review

SummaryObjectiveTo investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes.DesignIntegrative literature review.Data sourcesCINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992–2014.Review methodsData extraction and constant comparative analysis of 17 articles.ResultsThree categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education.ConclusionsA wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.