Thesis (M.S.N.)--Marshall University, 2002. / Title from document title page. Document formatted into pages; contains vii, 49 p. Includes vita. Includes bibliographical references (p. 31-33).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Field problem. Includes bibliographical references.

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The purpose of the study was to determine how participation in a three and one-half hour continuing professional education program (CPE) influenced the nursing practice of 51 nurses three months later. The study sample was 45 staff nurses and six nurse managers.Four variables were measured using questionnaires before, immediately after, and three months after the CPE program. The variables measured were (a)"the characteristics of continuing professional education program, (b) the characteristics of individual professional, (c) the nature of the proposed change, and (d) the social system in which the professional must implement the behavior change" (Cervero, 1985, p.87). Qualitative data were collected using open-ended statements to ascertain how the content of the CPE program was useful in practice. Nurse managers were surveyed to ascertain their judgements about autonomy and empowerment levels of the nurses.Findings revealed significant positive relationship between behavior change, autonomy, and the variables the nature of the proposed change, empowerment, and the motivational levels of the 51 nurses. Characteristics of the social system and the CPE program were not found to be significantly related to behavior change. No significant differences were found between motivation levels of participants from before the CPE to three months later.Responses to the open-ended statements revealed four themes: the importance nurses placed on meeting the needs of patients, nurses were flexible and accepted change, nurses had positive perceptions about nursing, and nurses felt frustrated and inadequate. Judgements revealed in the responses of the nurse managers before and three months after the CPE program have significant implications for nurse managers when attempting to change nursing practice. / Department of Educational Leadership

Dozens of studies throughout a wide range of professions and settings have demonstrated significant correlations between emotional intelligence and high levels of perfonnance, productivity, team effectiveness, lower levels of job stress and other positive organizational outcomes. There is little research on the emotional intelligence of nurses and none in the United States on the measured EI of clinical staff nurses.This descriptive, explorative and quantitative study was undertaken to analyze the emotional intelligence of clinical staff nurses. Clinical staff nurses from three urban hospitals on Oahu, Hawaii, participated in the study. An emotional intelligence instrument was used that was based on the ability model of emotional intelligence (MSCEIT v2). Findings from this study support the conclusion of previous studies in non­ nursing literature that perfonnance level correlates positively with emotional intelligence scores. Nurses in this study demonstrated greater ability in emotional intelligence skills related to strategizing with emotions than the skills related to experiencing them. The highest branch scores were related to the skills of managing emotions and the lowest the skills of perceiving emotions. The findings of this study suggest that inclusion of emotional intelligence skills in nursing curricula, both in the academic and clinical practice settings, may be important to retaining and supporting a resilient and thriving nursing workforce in the future.