看護学生の「情動知能（Emotional Intelligence：EI）」に焦点をあてた教育介入研究の動向と課題：スコーピングレビュー

Trends and Challenges in Educational Intervention Research on Nursing Students' Emotional Intelligence: A Scoping Review

要旨

　目的：看護学生の情動知能（EI）に焦点をあてた既存の教育介入研究の教育方法とその効果を概括し，教育上の課題を明らかにすることで，EI向上にむけた効果的な教育方法の示唆を得る．

　方法：JBIガイドラインに基づきスコーピングレビューを実施した．看護学生のEIに焦点をあてた教育介入研究を検索し，教育内容と方法，評価指標，主な成果と課題を抽出した．

　結果：対象文献は17件で，コミュニケーションスキル，ストレス管理能力等をテーマに多様な教育プログラムが開発されていた．教育方法は学生が自己の感情と向き合い省察を深めることに主眼が置かれ，対人対応能力や課題解決能力等，看護実践に不可欠な多様な能力の向上が確認された．しかし，学生の知識や実践知の影響が大きいことが課題とされていた．

　結論：看護学生のEI向上に向けた教育の意義が示された．実証研究の継続によりエビデンスを構築し，レディネスにあわせた教育の体系化が望まれる．

　Purpose: The purpose of this study was to review the educational methods and their effectiveness in existing educational intervention studies focusing on the emotional intelligence (EI) of nursing students, and to obtain suggestions for effective educational methods to improve EI.

　Methods: A scoping review was conducted based on the JBI guidelines. We identified educational intervention studies focusing on nursing students' EI, and extracted educational content and methods, evaluation measures, and main outcomes and challenges.

　Results: Seventeen studies were included in the literature, and we found that a variety of educational programs were developed on topics such as communication skills and stress management competencies. The educational methods were focused on dealing with the students' own feeling and deepening their self-reflection, and the results confirmed the improvement of various competencies essential to nursing practice, such as interpersonal skills and problem-solving skills. However, considerable influence of the students' knowledge and practical experience was found to be an issue.

　Conclusion: This study demonstrated the significance of education for improving nursing students' EI. Continued empirical studies are needed to build evidence and to systematize education in accordance with the readiness of students.