IMPORTANCE OF EMOTIONAL INTELLIGENCE IN THE PROFESSIONAL DEVELOPMENT OF THE CAND IN NURSING

The nursing student lives daily complex and difficult experiences; his confrontation with death, the radical changes of appearance in chronic illness, suffering, coupled with the comprehensive study that demands the curriculum, contact generates stress, anguish and fear; emotions that limit their comprehensive and professional development. Cottrell, 2001; Humpel, Caputi, 2001). Individual skills to help better understand why some pupils are more susceptible to the adverse consequences of stress and others instead handled better, is emotional intelligence (EI). The EI development gives rise to the emotional education. (Fernández-Berrocal, Extremera and Palomera 2008 Greenberg et al., 2003). This is conceived as a continuous and permanent educational process which aims to encourage the development of EI as essential element of the integral development of the person, in order to enable him to life. This is intended to enhance the personal, professional and social welfare. Of the four pillars of education (know, know do, to live together and to be) mentioned in the Delors (1996), report at least the last two contribute to support EI education. Objective: Scan the emotional intelligence developed after a semester of EI; education skills compared to a similar group who do not receive the intervention. Material and methods: comparative, quantitative study, quasi experimental, longitudinal, sample taken by convenience that consists of a pre-test and a post-test with two groups of students; (35) experimental group and (35) control group. Applies emotional intelligence, TMSS-24 test before and at the end of a semester: the data is processed with software SPSS version17, was used for descriptive statistic. Results: Significant differences between the experimental group and control. The experimental group has an average before of 25.49 perception and 26.97 after, in the control group of before was 28.74 and after 26.43. The average of understanding in the experimental group membership is 25.20 before and 28.77 after; and control group 29.20 before and after 30.09. The regulation in the experimental group average was 27.20 before, 31.54 after; in the control group of before was 31.06 and after 30.60. The more developed in the experimental group skills were: regulation, followed by understanding while the group not receiving intervention observed a decrease in these skills. The instrument has validation, Cronbach Alpha of .904. Conclusions: the development of IE in education enhances emotional impact academic performance and competitive intelligence capabilities, enables students to overcome setbacks, carry out a full and happy life while successful, during his student in college and later in job and social. Training capabilities and emotional skills must be part of the curriculum of studies of the race.