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The Relationship of Perceptions of Hospice and Palliative Care With Emotional Intelligence and Cognitive Empathy in Nursing Students

Journal of Hospice & Palliative Nursing: June 2020 - Volume 22 - Issue 3 - p E17-E18
doi: 10.1097/NJH.0000000000000652


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Registration Deadline: June 3, 2022

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Disclosure Statement:

The authors have disclosed that they have no financial relationships related to this article.

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PURPOSE: To present a study conducted to identify the relationships of perception of hospice and palliative care with emotional intelligence and cognitive empathy in nursing students.

LEARNING OBJECTIVES/OUTCOMES: After completing this continuing education activity, you should be able to:

1. Recall the background information helpful for understanding the study identifying the relationships of perception of hospice and palliative care with emotional intelligence and cognitive empathy in nursing students.

2. Summarize the results of the study.

  1. Compared with other countries, in Korea during 2017, the proportion of patients with a terminal cancer diagnosis who used hospice and palliative care was
    1. lower.
    2. similar.
    3. higher.
  2. The 17 palliative care competencies the American Association of Colleges of Nursing published for use in nursing education emphasize the
    1. emotional aspects of palliative care.
    2. implementation of palliative care.
    3. awareness of palliative care.
  3. According to Powell et al (2015), the emotional intelligence that emerges as an essential element of nurses' interpersonal and professional competence is the ability to
    1. quell others' emotional distress.
    2. control and utilize one's emotions.
    3. influence others' emotional responses.
  4. Powell et al (2015) pointed out that emotional intelligence helps prevent
    1. the exhaustion of team members.
    2. any displays of an emotional nature.
    3. perceptions that nurses lack emotion.
  5. Kim and Yoo (2018) specifically stated that emotional intelligence in hospice nursing is considered a factor in
    1. teaching others about palliative care.
    2. maintaining a positive relationship with patients.
    3. analyzing the many variables that can affect patient care.
  6. As stated by Day (2015), in nursing, empathy is the ability of individual nurses to
    1. express sorrow to patients and families about their current difficulties.
    2. enlist the aid of other nurses when overwhelmed by a patient's situation.
    3. have a genuine understanding of each patient's emotional and physical needs.
  7. Jo et al (2015) specified that hospice and palliative care patients and families desire
    1. personalized care.
    2. respect as humans.
    3. privacy for grieving.
  8. Among the elements of empathy, which of the following is the ability to recognize and understand the suffering of others by understanding their point of view?
    1. cognitive empathy
    2. emotional empathy
    3. compassionate empathy
  9. Of the participants in the study described in the article, 41.3%
    1. were in their third year of nursing education.
    2. indicated some degree of religiosity.
    3. had experience in clinical practice.
  10. Of the following attributes, the mean scores of the participants were highest for
    1. cognitive empathy.
    2. emotional intelligence.
    3. the perception of hospice and palliative care.
  11. Of the following three attributes, the mean scores of the participants were lowest for
    1. cognitive empathy.
    2. emotional intelligence.
    3. the perception of hospice and palliative care.
  12. Compared with the respective low group, the score of perception of hospice and palliative care in the high emotional intelligence and cognitive empathy groups was
    1. significantly higher.
    2. about the same.
    3. significantly lower.
  13. How did the participants' hospice and palliative care perception scores in this study compare with Sim and Park's (2017) values for nursing students in their third and fourth year, using the same instrument?
    1. higher
    2. lower
    3. similar
  14. The authors attributed the difference in emotional intelligence scores between the nursing students in this study and the hospice volunteers of another study to
    1. education level.
    2. age differences.
    3. hospital experience
  15. According to Szczygiel and Mikolajczak (2018), emotional intelligence
    1. can sometimes increase frustration.
    2. helps identify a lack of synchrony.
    3. nurtures positive attitudes.
  16. Compared with the value reported by Hah and Park (2016), who used the same instrument with general college students receiving liberal arts classes, the scores for cognitive empathy in this study were
    1. lower.
    2. similar.
    3. higher.
  17. Yoo's (2016) study of hospice volunteers suggests that emotional intelligence is similar to a strong positive correlation between attitude toward death and
    1. meaning in life.
    2. lifelong faith practices.
    3. experience with dying patients.
  18. In a study of empathy ability and end-of-life nursing performance of clinical nurses cited in the article, nurses with high empathy were able to
    1. examine the associations between emotions and delivering nursing care.
    2. recognize the need for more educational programs to enhance caregiving.
    3. more readily observe changes in a patient to provide patient-centered care.
Copyright © 2020 by The Hospice and Palliative Nurses Association. All rights reserved.