Theodore A. Pettinicchi, MSN, RN-BC
Walden University
Objectives

Participants will be able to describe emotional
intelligence

Participants will be able to state the
importance of learning in the affective domain

Participants will be able to list two ways to
apply emotional intelligence to teaching
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Introduction
 In this presentation, we will be discussing
incorporating Emotional Intelligence (EI) into
teaching the American Heart Association’s Advanced
Cardiac Life Support (ACLS) course to nurses who
have never had the course before.
 These prospective ACLS students may be New-To-
Practice nurses or they may be experienced nurses.
 A New-To-Practice nurse is one who has graduated
from nursing school less than a year ago.
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Introduction

What do you think emotional intelligence is?

Is it emotional learning? Learning about
emotions?

Should you employ teaching methods which
address learners’ emotions?
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Introduction
 What does EI mean to the adult learner?
 Address adult learning needs based on EI
 self-awareness: understanding of one's strengths, weaknesses, emotions,
needs and drives
 self-regulation:
impulse and behavior control
 self motivation:
achieve for intrinsic reasons
 social awareness:
 social skills:
empathy
proficiency in managing relationships; conflict management;
rapport
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Introduction
 Experiences are “colored” or “flavored” with emotions
 A strong emotion can be connected to an experience
and evoke it again when a similar experience occurs
Reeves (2005)
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Introduction
Reeves (2005) also points out that situational stress can
undermine decision-making, concentration, and
recall, which can lead to an increase in errors.
The physiology behind this is that the emotion center of
the brain, the amygdala, can override higher, cognitive
thinking and interfere with performance. This is likely
from where test anxiety arises.
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Learning in the affective domain
 We give much attention to learning in the cognitive
domain: “Certain drugs can promote ion ‘set up’
in the myocardium”
 And, to learning in the psychomotor domain: “I am
correctly redemonstrating cardiac compressions”
 We need to teach more to the affective domain: “I am
excited that I know what to do for a patient during
a resuscitation”
Learning in the affective domain
 Adults learn on an “importance scale”: why do I need
to learn this? Learning needs to be meaningful and
have value
 Affective learning adds meaning to the content
learned
 Adults construct their own meaning for their learning
Merriam, Caffarella, & Baumgartner, (2007)
Learning in the affective domain
 Adults process their learning and assign meaning to it
in this way.
 Emotions can influence and increase the meaning
 More meaning = stronger, more effective learning
How does this apply to teaching
ACLS to nurses?
 We need to teach ACLS through
addressing these adult EI learning
needs:
 self-awareness: address fearfulness in nurses by allowing them to be
Code Leader in an emotionally safe environment
 self-regulation: “a quiet code is a happy code”—no yelling or carrying
on
How does this apply to teaching
ACLS to nurses? (cont.)
 We need to teach ACLS through addressing these
adult EI learning needs:
 self motivation: “I want to learn ACLS so I’m prepared”
 social awareness: teach all nurses that New to Practice RNs can be
really frightened and will need support in a code
 social skills: teach the AHA’s Team Resuscitation concept: mutual
respect, elicit contributions, positive reinforcement
More Effective ACLS education
 By teaching to adult learners’ EI needs, ACLS education can
become more effective
 Concepts are better retained
 Internalization of key points is enhanced
 Outcome: through these techniques, nurses are more effective
ACLS providers
 Outcome: More effective nurse providers of ACLS promotes
more successful patient outcomes.
Outcomes
Nurses’ skills with EI lead to better interpersonal
relationships, which are associated with positive
patient outcomes through healthy work environments
(Codier, Molina Kooker, & Shoultz, 2008)
According to Codier, Molina Kooker, & Shoultz (2008),
nurses can be taught EI which be improved toward
developing an environment of respect through better
communication.
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How, then, is EI incorporated into
an ACLS course?
 This can be accomplished by:
 Promoting a collegial atmosphere in the classroom portion
through eliciting questions and encouraging discussion
 Presenting the practical, scenario-based, decision-making
portion of the course (the MegaCode) as a group effort, with
all members contributing toward the common goal of
treating a patient’s cardiac arrest
 Making that MegaCode experience nonthreatening and
keeping it an emotionally safe environment, focused on the
learning
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Examples of how to incorporate EI:
 Promoting a collegial atmosphere in the classroom:
 While ACLS depends heavily on audiovisuals, the
instructor is present to answer questions.
 Questions must be answered in a supportive, respectful
manner.
 Encourage discussion of the content presented by asking
whether the learners have had any experiences using
ACLS prior to this class and ask them to briefly describe
these (as time permits)
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Examples of how to incorporate EI:
 Presenting the MegaCode as a group effort
 Upon taking a group of learners into the simulation
room with the manikin and other training equipment,
ask where the learners work (one is from the ER, one
from ICU, etc) to construct a scenario most like the
learners’ experiences thus far
 Each will take a turn as Code Leader (primary decision
maker). If they “freeze”, skip their turn and come back
 During the development of the resuscitation scenario,
allow the “helpers” (non-Code Leaders) to contribute
suggestions to assist the leader
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Examples of how to incorporate EI:
 Making that MegaCode experience nonthreatening and
emotionally
 Ensure there is mutual respect among the learners during the
scenario
 Elicit assistance from the group for the Code Leader when they do
not know the answer or are unsure
 Whenever possible, within course guidelines, ask leading
questions of the learners so that they may arrive at the answer
they need on their own, should they come up blank
 Working together as a team in the resuscitation scenario fosters
the social skill of managing professional relationships
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Conclusion
 Emotions affect what and how adults learn
 Emotions can reinforce or hinder learning
 Adults should be taught with emotional intelligence in
mind, as addressing its areas of influence will enhance
adults’ learning
 Examples of how emotional intelligence can enhance
nurses’ learning of ACLS include promoting collegiality,
presenting the MegaCode as a group effort and keeping
it an emotionally safe environment, focused on the
learning
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Evaluations
 Please email your evaluations to me at either:
 Theodore.pettinicchi@waldenu.edu or
 pettinit@UPHS.upenn.edu
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References
Cherniss, C., Extein, M., Goleman, D. &
Weissberg, R. P. (2006) Emotional Intelligence:
what does the research really indicate?
Educational Psychologist, 41(4), 239–245
Codier, E., Molina Kooker, B., & Shoultz, J.
(2008) Measuring the Emotional
Intelligence of Clinical Staff Nurses: an
approach for improving the clinical care
environment. Nurs Admin Q, 32 (1), 8–14
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References
Latif, D. (2004) Using emotional intelligence in the
planning
and implementation of a management skills course.
Pharmacy Education, 4 (2), 81-89.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
(2007) Learning in adulthood: A comprehensive
guide. San Francisco: Jossey-Bass. 380-383.
References
Reeves, A. (2005) Emotional Intelligence:
recognizing and regulating emotions.
AAOHN Journal, 53 (4) 172-176
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