Applying Emotional Intelligence to Salutogenesis in Collegial Relationships in Nursing

by | Jul 24, 2024 | Nursing

APPLYING EI TO SALUTOGENESIS IN COLLEGIAL RELATIONSHIPS
Collegial relationships, based on professional role interaction and shared values, commitment, and hardship can also be salutogenic. Two nurses who don’t “get along” may find common ground (meaning) in shared commitment to solving a particularly difficult patient problem. A doctor and nurse may find new respect and a deeper level of effectiveness when they use their different approaches together to achieve a common goal, deepening their partnership at the same time patient goals are achieved. The effectiveness of excellent mentors, teachers, and supervisors often rest with their ability to form salutogenic relationships that are very different from friendships or other relationships of equal power.

In collegial relationships, EI ability feeds the salutogenic qualities of a relationship. Identifying emotions, especially those related to conflict like competitiveness, jealousy, defensiveness, and resistance leads to an opportunity to move beyond them and set shared meaning as the primary goal. This is illustrated in a relationship between two ICU nurses who openly acknowledged their dislike of each other. Head-to-head over a deep open wound in their patient’s leg, they finally looked at each other and said, “You will never be my friend, but we both want this thing healed.” This identification of emotions, along with the spoken commitment to a common goal, enabled them to set aside the emotions that were keeping them from working well together. They never did become friends, but their professional relationship, built on their mutual respect and professional work together, nourished them both.

EI, SALUTOGENESIS, AND NURSING RESEARCH
Little research examines EI ability as it affects salutogenesis in nurses specifically, but a great deal of evidence supports the relationship between EI and related concepts, physical and emotional health, self-efficacy, and emotional self-care in moral and spiritual distress. Meta-analysis of general population (including samples greater than 19,000), concluded that EI correlated with emotional and physical health (Kotsou et al., 2018; Martins et al., 2010). Development of EI ability has been correlated with health outcomes in nurses, and several studies identified EI as a mediator in nurses’ stress responses and burnout (Afsar et al., 2017; Hurley et al., 2020; Jurado et al., 2019) (see Chapter 15 for research summary). It is particularly interesting that countries as culturally dissimilar as the United States, Pakistan, Greece, Spain, and China report similar findings.

DEVELOPING EMOTIONAL INTELLIGENCE AND CULTIVATING SALUTOGENESIS
THE PRACTICE OF REFLECTION AND USING THE RELAXATION RESPONSE

As the stories in this chapter suggest, identifying emotions in professional practice—and ways of understanding them, that have particularly rich meaning—is a great way to begin.
Let us consider the following questions for our writing assignment this week that can start us off on this practice.
1-When you are at the bedside, what emotional experiences make you feel more human, more deeply alive?
2-What emotions have the opposite effect, diminishing your humanity?
3-The ability to use emotions to reason is particularly important in this work.
4-How does what I feel deepen my understanding of this emotion?
5-How does my understanding of this emotion change how I feel?

 

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

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Applying Emotional Intelligence to Salutogenesis in Collegial Relationships in Nursing

Thesis Statement

Emotional Intelligence (EI) is a crucial factor in fostering salutogenic relationships among healthcare professionals, enabling them to transcend interpersonal conflicts and work collaboratively towards common goals, ultimately enhancing patient care and professional satisfaction.

Introduction

In the high-stakes environment of healthcare, collegial relationships are essential for effective patient care. However, conflicts can arise due to differing professional roles and personal dynamics. Despite these challenges, a focus on Emotional Intelligence can transform adversarial interactions into collaborative partnerships. This essay explores how EI contributes to salutogenesis in collegial relationships among nurses and other healthcare workers, demonstrating that shared emotional understanding can lead to improved health outcomes for both professionals and patients.

The Significance of Collegial Relationships

Collegial relationships are built on mutual respect, shared values, and a commitment to patient care. The ability to navigate these relationships effectively can significantly impact the work environment and the quality of care delivered. For instance, two nurses who initially have a contentious relationship may find common ground when faced with a challenging patient case. Recognizing their shared goal of healing can shift their focus from personal differences to collaborative problem-solving.

This phenomenon illustrates the concept of salutogenesis, which emphasizes factors that promote human health and well-being. In nursing, fostering salutogenic relationships can lead to more effective teamwork, reduced burnout, and improved job satisfaction.

The Role of Emotional Intelligence in Collegial Relationships

Emotional Intelligence encompasses the ability to identify, understand, and manage emotions in oneself and others. In nursing, EI can help professionals navigate conflicts that arise from competitiveness, jealousy, or defensiveness. For example, when two ICU nurses openly acknowledged their dislike for each other but recognized their shared commitment to patient care, they were able to “set aside” their negative emotions. Their focus shifted from personal animosity to a joint effort in healing their patient—demonstrating how EI can facilitate salutogenic interactions.

Research supports the positive correlation between EI and various health outcomes. Studies have shown that developing EI can mediate stress responses and reduce burnout among nurses (Afsar et al., 2017; Hurley et al., 2020). These findings highlight the importance of EI not only for individual well-being but also for fostering a supportive work environment.

Developing Emotional Intelligence and Cultivating Salutogenesis

To cultivate EI and promote salutogenesis in nursing practice, reflection is essential. Reflective practices allow nurses to identify their emotional experiences at the bedside and understand how these emotions influence their interactions with colleagues and patients. The following questions can guide this reflective process:

1. When you are at the bedside, what emotional experiences make you feel more human, more deeply alive?

– Engaging with patients in meaningful ways often evokes feelings of compassion and purpose.

2. What emotions have the opposite effect, diminishing your humanity?

– Experiences of frustration or helplessness can lead to emotional detachment.

3. The ability to use emotions to reason is particularly important in this work.

– Understanding one’s emotions can lead to better decision-making and conflict resolution.

4. How does what I feel deepen my understanding of this emotion?

– Reflecting on emotional experiences can provide insights into personal triggers and responses.

5. How does my understanding of this emotion change how I feel?

– Gaining perspective can often alleviate negative feelings and foster empathy.

Conclusion

Emotional Intelligence serves as a vital tool in enhancing collegial relationships within nursing. By recognizing and addressing emotions, healthcare professionals can create an environment where salutogenesis thrives. Through reflection and active engagement with emotions, nurses not only improve their own well-being but also contribute to a more collaborative and effective healthcare system. As the profession continues to evolve, prioritizing EI will be essential for fostering strong collegial bonds that ultimately benefit both practitioners and patients alike.

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