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n
i
n
g
p
o
p
u
l
a
r
i
t
y
i
n
h
e
a
l
t
h
-
r
e
l
at
e
d
s
e
t
ti
n
g
s
[
1
0
]
.
B
a
s
e
d
o
n
t
r
i
p
a
r
t
it
e
m
o
d
e
l
,
E
I
is
s
e
e
n
a
s
t
h
e
“
a
b
i
l
i
t
y
t
o
p
e
r
ce
i
v
e
a
c
c
u
r
at
e
l
y
,
a
p
p
r
a
i
s
e
,
a
n
d
e
x
p
r
e
s
s
e
m
o
t
i
o
n
;
t
h
e
a
b
i
li
t
y
t
o
a
c
c
ess
an
d
g
e
n
e
r
a
t
e
f
e
el
i
n
g
s
w
h
e
n
t
h
e
y
f
a
c
i
l
it
a
t
e
t
h
o
u
g
h
t
;
t
h
e
a
b
i
li
t
y
t
o
u
n
d
e
r
s
t
a
n
d
e
m
o
t
i
o
n
a
n
d
e
m
o
t
i
o
n
a
l
k
n
o
wl
e
d
g
e
;
a
n
d
t
h
e
a
b
il
i
t
y
t
o
r
e
g
u
l
at
e
e
m
o
tio
n
s
t
o
p
r
o
m
o
t
e
e
m
o
t
i
o
n
a
l
a
n
d
i
n
t
e
ll
e
c
t
u
al
g
r
o
w
t
h
”
[
1
1
]
.
T
h
i
s
s
k
i
l
l
i
n
c
l
u
d
es
f
o
u
r
s
u
b
-
s
k
i
ll
s
:
p
e
r
c
e
i
v
i
n
g
e
m
o
t
i
o
n
s
,
p
r
o
c
e
s
s
i
n
g
e
m
o
t
i
o
n
s
,
a
n
a
l
y
z
i
n
g
e
m
o
t
i
o
n
s
,
a
n
d
c
o
n
t
r
o
l
l
i
n
g
e
m
o
t
i
o
n
s
.
T
h
e
Ma
y
e
r
a
n
d
h
i
s
c
o
l
l
e
a
g
u
e
s
p
r
o
v
i
d
e
a
h
i
e
r
a
r
c
h
i
c
a
l
o
r
g
a
n
i
z
at
i
o
n
o
f
t
h
e
s
e
c
r
it
e
r
i
a
.
T
h
u
s
,
e
m
o
t
i
o
n
a
l
r
e
g
u
l
a
ti
o
n
i
s
t
h
e
m
o
s
t
c
r
u
c
i
al
a
n
d
i
n
t
r
i
c
at
e
[
1
2
]
.
T
h
e
m
a
y
e
r
-
s
a
l
o
v
e
y
-
c
a
r
u
s
o
e
m
o
tio
n
a
l
i
n
t
e
l
li
g
e
n
c
e
t
es
t
(
M
S
C
E
I
T
)
s
e
r
v
es
a
s
t
h
e
b
a
s
i
s
f
o
r
t
h
e
a
b
i
l
i
t
y
m
o
d
e
l
o
f
E
l
(
A
B
E
I
)
,
a
t
a
s
k
-
b
a
s
e
d
m
e
a
s
u
r
e
o
f
E
l
[
1
3
]
.
C
o
n
v
er
s
ely
,
tr
ait
m
o
d
els
tak
e
E
I
as
p
ar
t
o
f
o
n
e'
s
in
h
er
en
t
ch
ar
ac
ter
.
I
t
en
t
ails
a
co
l
lectio
n
o
f
ch
ar
ac
ter
is
tics
u
s
ef
u
l
in
s
o
cia
l
s
itu
atio
n
s
[
1
4
]
.
T
h
is
co
m
p
eten
cy
s
p
an
s
f
iv
e
ar
ea
s
:
s
elf
-
awa
r
en
ess
(
in
clu
d
in
g
s
elf
-
esteem
an
d
ass
er
tiv
en
ess
)
,
s
o
cial
awa
r
en
ess
(
in
clu
d
in
g
em
p
ath
y
)
,
ad
ap
tab
ilit
y
(
in
clu
d
in
g
f
lex
ib
ilit
y
an
d
p
r
o
b
lem
-
s
o
lv
in
g
)
,
s
tr
ess
m
an
a
g
em
en
t,
an
d
p
o
s
itiv
e
m
en
tal
at
titu
d
e
[
1
5
]
.
Per
s
o
n
ality
-
ty
p
e
s
ca
les
ar
e
u
s
ed
in
th
i
s
tr
ait
m
o
d
el
to
ass
ess
E
I
(
e.
g
.
,
B
ar
-
On
E
Qi,
[
1
6
]
.
Ab
ilit
y
ex
am
s
m
ea
s
u
r
e
p
ea
k
p
e
r
f
o
r
m
an
ce
,
wh
er
ea
s
tr
ait
ass
es
s
m
en
ts
ex
am
in
e
th
e
wh
o
l
e
p
ictu
r
e
[
1
7
]
.
T
h
e
tr
ip
ar
tite
m
o
d
el
is
p
r
o
v
id
ed
as
th
e
th
ir
d
th
eo
r
etica
l
g
r
o
u
n
d
i
n
g
as
an
alter
n
ativ
e
to
th
e
co
m
m
o
n
p
lace
v
iew
o
f
E
I
as
a
s
et
o
f
s
k
ills
.
T
h
er
e
ar
e
s
ev
er
al
p
o
ten
tial
b
en
ef
its
to
n
u
r
s
in
g
ed
u
ca
tio
n
f
r
o
m
t
h
is
th
eo
r
eti
ca
l
f
o
u
n
d
atio
n
.
K
n
o
wled
g
e,
s
k
ills
,
an
d
ch
ar
ac
ter
attr
i
b
u
tes
co
m
p
r
is
e
th
is
f
r
am
ewo
r
k
'
s
th
r
ee
tier
s
[
1
8
]
.
W
h
en
we
talk
ab
o
u
t
s
o
m
eo
n
e'
s
k
n
o
wled
g
e
lev
el,
we
ar
e
r
e
f
er
r
in
g
to
h
o
w
m
u
ch
th
ey
k
n
o
w
ab
o
u
t
m
et
h
o
d
s
o
f
em
o
tio
n
al
r
eg
u
latio
n
an
d
h
o
w
well
th
ey
ca
n
p
u
t
th
o
s
e
m
eth
o
d
s
in
to
p
r
ac
tice
.
I
n
d
iv
id
u
al’
s
ca
p
ac
ity
to
ad
o
p
t
em
o
tio
n
m
an
a
g
em
en
t
s
tr
ateg
ies
is
m
ea
s
u
r
ed
d
u
r
in
g
an
im
p
le
m
en
tatio
n
ex
er
cise,
s
u
ch
as
a
b
r
ea
th
in
g
ex
er
cise.
Ho
wev
er
,
th
is
o
n
ly
g
u
a
r
an
tee
s
th
at
th
ese
tech
n
iq
u
es
will
b
e
ef
f
ec
tiv
e
in
s
o
m
e
s
tr
ess
f
u
l sit
u
atio
n
s
.
T
h
e
ch
ar
ac
ter
is
tic
lev
el
d
escr
ib
es a
p
er
s
o
n
'
s
ty
p
ical
r
esp
o
n
s
e
to
s
tr
ess
f
u
l c
o
n
d
itio
n
s
[
19]
.
T
h
e
q
u
est
f
o
r
a
n
d
co
m
p
r
e
h
en
s
io
n
o
f
em
o
tio
n
al
in
tellig
en
ce
is
n
o
w
h
am
p
er
ed
b
y
a
n
e
ed
f
o
r
m
o
r
e
co
n
s
en
s
u
s
o
v
er
E
I
'
s
d
ef
in
itio
n
an
d
th
e
p
r
o
life
r
atio
n
o
f
m
ea
s
u
r
in
g
tech
n
i
q
u
es.
T
h
e
tr
i
p
ar
tite
m
o
d
el'
s
p
o
ten
tial
to
u
n
ite
p
r
ev
i
o
u
s
ly
co
m
p
etin
g
v
iewp
o
in
ts
(
i.
e.
,
E
I
as
a
talen
t
v
s
tr
ait)
s
u
g
g
ests
it
co
u
ld
b
e
h
elp
f
u
l
in
n
u
r
s
in
g
ed
u
ca
tio
n
[
2
0
]
.
Ho
wev
er
,
s
tu
d
ies
co
n
d
u
cted
with
n
u
r
s
in
g
s
tu
d
en
ts
ty
p
ically
o
n
l
y
co
n
s
id
er
e
d
o
n
e
o
f
th
ese
two
o
p
tio
n
s
in
th
eir
m
o
d
els.
T
h
e
n
u
r
s
in
g
ed
u
c
atio
n
in
d
u
s
tr
y
m
a
y
b
en
ef
it if
th
is
o
b
s
tacle
is
r
em
o
v
ed
.
R
ec
en
t
s
tu
d
ies
h
av
e
s
h
o
wn
th
e
r
elev
a
n
ce
o
f
in
c
o
r
p
o
r
ati
n
g
E
I
in
to
cu
r
r
en
t
n
u
r
s
in
g
ed
u
ca
tio
n
,
d
em
o
n
s
tr
atin
g
th
e
r
a
p
id
g
r
o
wth
o
f
th
is
f
ield
o
f
s
tu
d
y
.
T
h
is
ar
ticle
co
n
cisely
s
u
m
m
ar
izes
th
e
s
tu
d
y
f
in
d
in
g
s
o
n
E
I
'
s
ef
f
ec
ts
o
n
th
e
d
o
m
ain
o
f
E
I
ed
u
ca
tio
n
f
o
r
n
u
r
s
i
n
g
s
tu
d
en
t
s
[
2
1
]
.
T
h
is
in
f
o
r
m
atio
n
will
lig
h
t
h
o
w
E
I
af
f
ec
ts
n
u
r
s
in
g
s
tu
d
en
ts
'
ac
ad
em
ic
s
u
cc
ess
,
em
o
tio
n
al
well
-
b
ein
g
,
a
n
d
in
ter
p
e
r
s
o
n
al
co
n
n
ec
tio
n
s
.
W
e
will
al
s
o
cr
ea
te
p
er
s
p
ec
tiv
es
an
d
r
ec
o
m
m
en
d
a
tio
n
s
to
f
ac
ilit
ate
th
e
in
co
r
p
o
r
atio
n
o
f
p
r
o
g
r
am
s
to
im
p
r
o
v
e
em
o
tio
n
al
s
k
ills
in
s
u
ch
d
o
m
ain
.
Sp
ec
if
ically
,
th
e
g
o
al
o
f
t
h
is
r
ev
iew
o
f
liter
atu
r
e
is
to
ex
am
in
e
em
o
tio
n
al
in
t
ellig
en
ce
s
tu
d
ies
in
n
u
r
s
in
g
e
d
u
ca
tio
n
[
2
2
]
.
T
h
e
f
o
llo
win
g
s
ec
tio
n
d
escr
ib
es
th
e
l
iter
atu
r
e
r
ev
iew
f
o
llo
wed
b
y
m
eth
o
d
o
l
o
g
y
,
wh
ich
in
clu
d
es
th
e
k
e
y
wo
r
d
s
,
th
e
d
at
ab
ase
th
e
tim
e
s
p
an
an
d
in
clu
s
i
o
n
an
d
ex
clu
s
io
n
cr
iter
ia.
T
h
e
n
ex
t
f
o
c
u
s
is
a
b
r
ief
d
is
cu
s
s
io
n
an
d
co
n
clu
s
io
n
.
I
n
f
ac
t,
th
e
cu
r
r
en
t
s
tu
d
y
f
o
cu
s
es
o
n
ly
o
n
r
ev
iewin
g
th
e
r
elate
d
em
o
tio
n
al
in
tellig
en
ce
in
n
u
r
s
in
g
ed
u
ca
t
io
n
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
r
elate
d
s
tu
d
ies
o
n
em
o
tio
n
al
in
tellig
en
ce
in
n
u
r
s
in
g
is
a
p
ar
am
o
u
n
t
f
ield
t
h
at
co
u
ld
e
n
h
a
n
ce
n
u
r
s
e
s
tu
d
en
ts
’
ac
h
iev
em
en
t
o
r
i
n
cr
ea
s
e
th
eir
k
n
o
wled
g
e.
San
tiag
o
an
d
San
to
s
[
2
3
]
aim
ed
to
u
n
d
er
s
tan
d
b
etter
h
o
w
th
e
em
o
tio
n
al
in
tellig
en
ce
o
f
n
u
r
s
in
g
f
ac
u
lty
at
b
ac
ca
la
u
r
ea
te
in
s
titu
tio
n
s
in
New
Yo
r
k
r
e
lates
to
th
eir
ab
ilit
y
to
im
p
ar
t
clin
ical
k
n
o
wled
g
e
t
o
th
eir
s
tu
d
en
ts
ef
f
ec
tiv
ely
.
Ho
wev
er
,
th
er
e
was
a
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
f
ac
u
lty
r
a
n
k
an
d
clin
ical
teac
h
in
g
e
f
f
icac
y
(
p
=.
0
3
)
b
u
t
n
o
t
b
et
wee
n
em
o
tio
n
al
in
tellig
en
ce
a
n
d
clin
ical
teac
h
in
g
ef
f
ec
tiv
en
ess
.
T
h
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
co
u
ld
b
e
u
s
ed
b
etter
t
o
g
r
asp
th
e
s
ig
n
if
ican
ce
o
f
em
o
tio
n
al
in
tellig
en
ce
in
ef
f
icien
t
clin
ical
in
s
tr
u
ctio
n
.
T
h
e
len
g
th
y
n
atu
r
e
o
f
th
e
s
u
r
v
ey
,
th
e
p
ar
ticip
an
t'
s
i
n
ab
ilit
y
to
r
em
ain
an
o
n
y
m
o
u
s
,
th
e
s
tu
d
y
'
s
lim
ite
d
s
am
p
le
s
ize,
an
d
th
e
d
if
f
icu
l
ty
r
ec
r
u
itin
g
p
ar
ticip
an
ts
wer
e
all
d
r
awb
ac
k
s
.
T
h
e
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4
ass
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le.
L
ath
ab
h
av
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n
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d
Gr
if
f
ith
s
[
2
4
]
attem
p
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to
i
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esti
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ate
wh
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d
h
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w
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E
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tellig
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r
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ca
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view th
e
liter
a
tu
r
e
(
F
o
u
z
iya
h
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tr
o
u
d
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541
in
tellig
en
ce
in
s
tr
u
ctio
n
:
First,
th
ey
s
p
en
d
two
wee
k
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p
er
m
o
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lear
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g
th
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tem
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(
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=5
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p
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eg
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ief
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d
p
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s
t
-
in
ter
v
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tio
n
d
ata
wer
e
o
b
tain
ed
[
2
5
]
.
T
h
e
in
ter
v
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tio
n
g
r
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u
p
s
h
o
wed
s
ig
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ican
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[
2
6
]
.
T
h
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f
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p
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t
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m
o
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n
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t
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y
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it
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n
o
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m
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q
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of
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m
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o
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h
o
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l
d
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n
c
o
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r
a
t
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d
in
to
n
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r
s
in
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cu
r
r
ic
u
lu
m
[
2
7
]
.
C
h
aa
r
an
i
et
a
l.
[
2
8
]
ex
am
i
n
e
d
th
e
v
a
r
iab
les
th
at
af
f
ec
t
clin
ical
n
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r
s
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o
u
tp
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t
in
Ko
r
ea
.
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cr
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s
s
-
s
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tio
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s
tu
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co
n
d
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cted
u
s
in
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a
s
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ct
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r
v
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to
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l
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n
d
a
co
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v
en
ien
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s
am
p
le
o
f
2
3
9
r
eg
is
ter
ed
n
u
r
s
es
f
r
o
m
ac
a
d
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m
e
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ical
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te
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s
.
I
n
o
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ig
n
if
ic
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t
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m
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r
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r
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.
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icien
c
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f
t
h
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n
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r
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ab
o
u
t
av
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ag
e
(
3
.
3
o
u
t
o
f
5
)
.
Nu
r
s
in
g
o
u
tp
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t
was
h
ig
h
est
am
o
n
g
th
o
s
e
wh
o
wer
e
o
v
er
th
e
ag
e
o
f
3
6
,
m
a
r
r
ied
,
h
ad
a
m
aster
'
s
d
eg
r
ee
o
r
h
ig
h
er
,
wo
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f
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l
l
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ti
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e
d
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r
in
g
th
e
d
ay
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an
d
h
ad
p
r
e
v
io
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s
e
x
p
er
ien
ce
i
n
ch
a
r
g
e
o
r
h
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d
n
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r
s
e
r
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Ag
e,
wo
r
k
s
tatu
s
,
a
n
d
th
e
two
to
g
eth
e
r
ac
c
o
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n
ted
f
o
r
5
5
.
4
%
o
f
th
e
v
ar
ian
ce
in
n
u
r
s
in
g
o
u
tp
u
t
[2
9]
.
T
h
e
s
tu
d
y
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o
m
m
e
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d
ed
th
at
lead
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m
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p
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n
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r
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eg
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late
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eir
em
o
tio
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s
an
d
co
m
m
u
n
icate
with
p
atien
ts
an
d
co
wo
r
k
er
s
.
P
u
d
y
a
n
i
e
t
a
l
.
[
3
0
]
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p
a
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c
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St
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2
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u
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u
r
s
in
g
s
tu
d
e
n
ts
,
an
in
v
er
s
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
em
o
tio
n
al
in
tellig
en
ce
an
d
u
n
ce
r
tain
ty
.
Nu
r
s
in
g
s
tu
d
en
ts
m
ay
f
ee
l
m
o
r
e
s
ec
u
r
e
in
t
h
eir
f
u
t
u
r
e
ca
r
e
er
s
if
th
e
co
n
ce
p
t
o
f
em
o
tio
n
al
in
tellig
en
ce
is
em
p
h
asized
ea
r
lier
in
t
h
eir
ac
ad
e
m
ic
tr
ain
in
g
.
E
d
u
ca
tio
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al
in
s
titu
tio
n
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d
m
i
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is
tr
ies
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u
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tio
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l
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s
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itize
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o
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lin
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u
ca
tio
n
tech
n
o
l
o
g
ies.
Kaz
an
co
g
lu
et
a
l.
[
3
1
]
ar
g
u
ed
th
at
wo
r
k
i
n
g
with
cu
ltu
r
ally
d
iv
er
s
e
p
o
p
u
latio
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s
is
r
a
r
ely
ad
d
r
ess
ed
in
u
n
d
er
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r
ad
u
ate
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u
r
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in
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lea
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ip
co
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es
b
ec
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s
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o
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a
la
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p
r
ac
tical
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ea
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Au
th
o
r
s
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co
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ated
B
af
a
B
af
a©,
a
m
u
lticu
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r
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w
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ea
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m
s
im
u
latio
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d
esig
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p
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e
-
licen
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u
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u
r
s
es'
an
aly
tical
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d
in
ter
p
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s
o
n
al
s
k
ills
.
T
h
e
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o
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s
h
ar
e
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in
s
ig
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im
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ttin
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e
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et
h
o
d
o
f
in
s
tr
u
c
tio
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to
elev
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d
en
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'
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lo
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al
co
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s
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ess
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th
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clas
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cto
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ly
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e
co
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ch
b
ey
o
n
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th
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co
n
f
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es o
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th
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s
im
u
latio
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.
An
o
th
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tr
en
d
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s
tu
d
y
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g
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m
o
tio
n
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i
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tellig
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ca
m
e
f
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o
m
t
h
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in
te
g
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atio
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o
f
E
I
in
to
v
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o
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s
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r
g
an
izatio
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al
an
d
ed
u
ca
tio
n
a
l
s
ettin
g
s
.
R
o
g
u
s
et
a
l
.
[
3
2
]
ar
g
u
ed
t
h
at
r
e
d
u
cin
g
h
ea
lth
ca
r
e
wo
r
k
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u
r
n
o
u
t
is
wid
ely
r
ec
o
g
n
ize
d
as
an
ess
en
tial
p
ar
t
o
f
h
ea
lth
ca
r
e
p
o
licy
wo
r
ld
wid
e.
Alth
o
u
g
h
em
o
tio
n
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tellig
en
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a
s
ig
n
if
ican
t
p
o
s
itiv
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p
s
y
ch
o
lo
g
ical
r
eso
u
r
ce
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d
an
im
p
o
r
t
an
t
b
u
f
f
er
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g
ain
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t
p
s
y
ch
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s
o
ci
al
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k
s
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i
t
i
s
o
f
ten
o
v
er
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o
k
ed
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ef
f
o
r
ts
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lth
ca
r
e
wo
r
k
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ati
g
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e
o
n
th
e
jo
b
.
Sp
ec
if
ically
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er
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tan
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r
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C
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r
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wo
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ex
p
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ien
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d
wo
r
k
p
lace
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io
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er
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ed
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atin
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le
o
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k
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lace
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io
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d
to
o
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f
e
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esh
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er
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izatio
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n
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ital a
d
m
in
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ato
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s
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ef
f
o
r
t to
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ed
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ce
b
o
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jo
b
b
u
r
n
o
u
t a
n
d
wo
r
k
p
lace
v
io
len
ce
.
Saef
i
e
t
a
l
.
[
3
3
]
s
c
r
u
t
i
n
iz
e
E
I
,
em
p
a
t
h
y
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A
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2
3
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(
5
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)
f
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alex
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b
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e
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in
n
in
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s
tu
d
ies.
T
h
e
lack
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a
lo
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g
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in
al
ass
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en
t
o
f
em
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e
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itiv
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at
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ay
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t
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th
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n
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ican
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wth
in
s
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'
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tellig
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th
r
o
u
g
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t
t
h
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th
ir
d
y
ea
r
,
esp
ec
ia
lly
am
o
n
g
wo
m
en
.
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h
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f
in
d
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g
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th
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im
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en
t
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m
p
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As
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th
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m
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s
to
h
el
p
s
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c
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ltiv
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th
e
attitu
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th
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ar
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th
e
f
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n
d
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f
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d
clin
ical
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ac
tice.
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f
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ey
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h
asize
th
at
it
i
s
cr
u
cial
f
o
r
h
ea
lth
ca
r
e
p
r
o
v
i
d
e
r
s
to
b
e
in
t
u
n
e
with
th
eir
o
wn
s
en
tim
en
ts
in
o
r
d
er
to
d
ev
elo
p
a
t
r
u
s
tin
g
th
er
a
p
e
u
tic
allian
ce
with
th
eir
p
atien
ts
.
T
o
ef
f
ec
tiv
ely
in
teg
r
ate
tr
ain
in
g
in
u
n
iv
er
s
ity
co
u
r
s
es,
f
u
r
th
e
r
s
tu
d
y
is
n
ee
d
e
d
to
ex
am
i
n
e
p
s
y
ch
o
lo
g
ical
ch
ar
ac
ter
is
tics
in
th
er
ap
eu
tic
s
u
p
p
o
r
t p
a
r
tn
er
s
h
ip
s
.
Ma
ciel
et
a
l.
[
3
4
]
s
ee
k
s
to
d
is
c
o
v
er
wh
eth
er
o
r
n
o
t
th
er
e
is
a
co
r
r
elatio
n
b
etwe
en
em
o
tio
n
al
in
tellig
en
ce
an
d
b
u
r
n
o
u
t,
as
well
as
th
e
d
em
o
g
r
ap
h
ic
asp
ec
ts
ass
o
ciate
d
with
b
o
th
.
Me
d
ical
p
r
o
f
ess
o
r
s
at
L
ah
o
r
e'
s
p
r
e
-
clin
ical
d
ep
ar
tm
en
ts
p
a
r
ticip
ated
in
a
c
r
o
s
s
-
s
ec
t
io
n
al
co
r
r
elat
io
n
al
s
tu
d
y
.
A
to
tal
o
f
3
0
p
eo
p
le
wer
e
ask
ed
to
f
ill
o
u
t
th
e
f
o
llo
win
g
s
u
r
v
e
y
s
:
T
r
ait
E
m
o
tio
n
al
I
n
tellig
e
n
ce
Qu
esti
o
n
n
air
e
-
Sh
o
r
t
Fo
r
m
to
m
ea
s
u
r
e
em
o
tio
n
al
in
tellig
en
ce
,
wh
ile
b
u
r
n
o
u
t
in
th
e
wo
r
k
p
lace
ca
n
b
e
g
au
g
ed
u
s
in
g
th
e
B
u
r
n
o
u
t
Ass
ess
m
e
n
t
T
o
o
l
-
W
o
r
k
p
lace
Ver
s
io
n
.
T
h
er
e
wer
e
ar
o
u
n
d
6
0
%
f
em
ales
an
d
4
0
%
m
ales.
T
h
ir
ty
p
er
ce
n
t
o
f
th
em
to
o
k
4
0
o
r
m
o
r
e
co
u
r
s
es
o
n
lin
e.
T
h
e
r
ates
o
f
b
u
r
n
o
u
t
v
a
r
ied
d
r
am
atica
lly
b
etwe
en
o
cc
u
p
atio
n
s
.
T
h
e
m
ea
n
b
u
r
n
o
u
t
s
co
r
e
was
h
ig
h
est
f
o
r
ass
o
ciate
an
d
ass
is
tan
t p
r
o
f
es
s
o
r
s
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
er
e
was
a
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
em
o
tio
n
al
q
u
o
tien
t
an
d
b
u
r
n
o
u
t
lev
els
(
r
=
-
0
.
5
7
8
,
p
=
0
.
0
1
)
.
B
u
r
n
o
u
t
is
in
v
er
s
ely
co
n
n
ec
te
d
to
em
o
tio
n
al
q
u
o
tien
t.
C
r
ea
tin
g
o
p
p
o
r
tu
n
ities
to
b
o
o
s
t
p
r
o
f
ess
o
r
s
’
em
o
tio
n
al
in
tellig
en
ce
an
d
c
o
p
e
with
f
atig
u
e
in
th
e
class
r
o
o
m
c
o
u
ld
in
cr
e
ase
th
eir
ef
f
icien
cy
.
Fo
r
th
is
r
ea
s
o
n
,
it
is
p
r
o
p
o
s
ed
t
h
at
s
em
in
ar
s
an
d
wo
r
k
s
h
o
p
s
b
e
s
et
u
p
as
p
ar
t
o
f
Facu
lty
Dev
elo
p
m
en
t
Pr
o
g
r
am
s
.
T
o
s
ep
u
et
a
l.
[
3
5
]
an
aly
ze
d
n
u
r
s
in
g
s
tu
d
en
ts
'
s
elf
-
r
ep
o
r
ted
lev
els
o
f
em
o
tio
n
al
in
tellig
en
ce
,
s
elf
-
esteem
,
an
d
em
p
ath
y
wh
ile
th
e
y
wer
e
c
o
m
p
letin
g
clin
ical
r
o
t
atio
n
s
in
p
e
d
iatr
ic
u
n
its
.
Data
wer
e
co
llected
f
r
o
m
6
0
B
Sc
n
u
r
s
in
g
s
tu
d
en
ts
g
ai
n
in
g
p
r
ac
tical
ex
p
er
ien
ce
in
p
ed
iatr
ic
war
d
s
u
s
in
g
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
.
E
m
o
tio
n
al
in
tel
lig
en
ce
,
s
elf
-
e
s
teem
,
an
d
em
p
at
h
y
wer
e
m
ea
s
u
r
ed
th
r
o
u
g
h
s
elf
-
r
ep
o
r
t
q
u
esti
o
n
n
air
es,
an
d
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
was
also
g
ath
e
r
ed
.
R
elatio
n
s
h
ip
s
b
etwe
en
th
e
co
n
s
tr
u
cts
wer
e
in
v
esti
g
ated
u
s
in
g
Pear
s
o
n
'
s
co
r
r
elatio
n
.
T
h
e
em
o
tio
n
al
in
tellig
en
ce
o
f
n
u
r
s
in
g
s
tu
d
en
ts
was
ab
o
v
e
av
e
r
ag
e.
A
m
u
ch
lo
wer
lev
el
o
f
em
p
at
h
y
was
s
ee
n
a
m
o
n
g
n
u
r
s
in
g
s
tu
d
en
ts
.
Stu
d
en
ts
in
th
e
n
u
r
s
in
g
p
r
o
g
r
am
s
h
o
wed
n
o
co
r
r
elatio
n
b
etwe
en
E
Q
an
d
em
p
ath
y
.
Nu
r
s
in
g
s
tu
d
en
ts
'
em
o
tio
n
al
q
u
o
tien
ts
a
n
d
s
elf
-
p
er
ce
p
tio
n
s
wer
e
s
ig
n
if
ican
tly
p
o
s
itiv
ely
c
o
r
r
elate
d
.
Nu
r
s
in
g
s
tu
d
en
ts
'
em
p
ath
ic
ab
ilit
ies
an
d
s
en
s
e
o
f
s
elf
-
wo
r
th
we
r
e
n
o
t
s
ig
n
i
f
ican
tly
lin
k
ed
.
Mo
r
e
s
tu
d
y
is
n
ee
d
ed
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
n
u
r
s
in
g
s
tu
d
en
ts
'
em
o
tio
n
al
in
telli
g
en
ce
,
s
elf
-
esteem
,
an
d
em
p
at
h
y
,
all
o
f
wh
ich
a
r
e
im
p
o
r
tan
t
in
d
eliv
er
in
g
h
ig
h
-
q
u
ality
ca
r
e
to
p
atie
n
ts
.
N
i
z
a
m
i
e
a
n
d
K
a
u
t
s
a
r
[
3
6
]
i
n
v
es
t
i
g
at
e
d
h
o
w
t
h
e
s
e
f
a
c
t
o
r
s
(
m
e
n
t
a
l
h
e
al
t
h
,
E
Q
,
g
r
it
,
a
n
d
c
o
n
f
i
d
en
c
e
o
n
t
h
e
w
o
r
k
)
a
r
e
c
o
n
n
e
c
t
e
d
.
F
r
o
m
Ma
y
2
6
-
3
0
,
2
0
2
0
,
t
h
e
s
t
u
d
y
p
o
l
le
d
3
1
7
c
l
i
n
i
ca
l
n
u
r
s
e
s
w
it
h
a
t
l
e
a
s
t
s
i
x
m
o
n
t
h
s
o
f
e
x
p
e
r
i
e
n
c
e
w
o
r
k
i
n
g
i
n
a
g
e
n
e
r
al
h
o
s
p
i
t
a
l
i
n
S
e
o
u
l
u
s
i
n
g
a
n
o
n
l
in
e
q
u
e
s
t
i
o
n
n
a
i
r
e
.
T
h
r
e
e
h
u
n
d
r
e
d
w
e
r
e
g
a
t
h
e
r
e
d
f
o
r
s
t
a
ti
s
t
i
c
al
p
u
r
p
o
s
e
s
.
T
h
e
s
t
u
d
y
'
s
f
i
n
d
i
n
g
s
i
n
d
i
c
at
e
d
t
h
a
t
c
li
n
i
ca
l
n
u
r
s
e
s
'
j
o
b
-
e
f
f
ic
a
c
y
i
s
a
f
f
e
cte
d
b
y
p
s
y
c
h
o
l
o
g
i
c
a
l
w
e
l
l
-
b
e
i
n
g
,
e
m
o
ti
o
n
a
l
i
n
t
el
l
i
g
e
n
c
e
,
a
n
d
w
i
l
l
p
o
we
r
,
a
n
d
t
h
a
t
e
m
o
t
i
o
n
a
l
i
n
t
el
l
i
g
e
n
c
e
m
e
d
i
at
e
s
t
h
e
r
el
a
ti
o
n
s
h
i
p
b
e
t
w
e
e
n
t
h
e
s
e
t
h
r
e
e
c
h
a
r
a
c
t
e
r
is
t
i
cs
.
T
h
i
s
r
e
s
ea
r
c
h
is
s
i
g
n
i
f
ica
n
t
b
e
c
a
u
s
e
it
d
e
m
o
n
s
t
r
a
t
es
t
h
e
n
e
e
d
f
o
r
n
u
r
s
i
n
g
s
c
h
o
o
l
s
t
o
p
r
o
v
i
d
e
c
o
u
r
s
e
s
t
h
a
t
s
p
e
c
i
f
i
ca
l
l
y
a
d
d
r
e
s
s
t
h
e
s
e
is
s
u
es
.
I
n
p
a
r
t
i
c
u
l
a
r
,
i
t
i
s
r
e
c
o
m
m
e
n
d
e
d
t
h
a
t
a
c
u
r
r
i
c
u
l
u
m
a
n
d
p
r
o
g
r
a
m
b
e
d
e
v
e
l
o
p
e
d
t
o
b
e
t
t
e
r
s
u
p
p
o
r
t
t
h
e
m
e
n
t
a
l
h
e
alt
h
a
n
d
d
e
v
e
l
o
p
t
h
e
e
m
o
t
i
o
n
a
l
q
u
o
t
i
e
n
t
o
f
n
u
r
s
i
n
g
s
t
u
d
e
n
ts
.
C
l
i
n
i
c
al
n
u
r
s
es
a
r
e
e
x
p
e
c
t
e
d
t
o
t
h
r
i
v
e
i
n
t
h
ei
r
h
i
g
h
l
y
s
t
r
es
s
f
u
l
ca
r
e
e
r
a
f
t
e
r
c
o
m
p
l
et
i
n
g
t
h
i
s
t
r
ai
n
i
n
g
.
Han
af
i
e
t
a
l
.
[
3
7
]
s
t
a
t
e
d
t
h
a
t
h
ea
l
t
h
c
a
r
e
p
r
o
v
i
d
e
r
s
a
r
e
i
n
c
r
e
as
in
g
l
y
e
x
p
e
c
t
e
d
t
o
d
e
m
o
n
s
t
r
a
t
e
p
r
o
f
i
c
i
e
n
c
y
i
n
p
s
y
c
h
o
s
o
c
ia
l
c
o
m
p
e
te
n
c
i
es
l
i
k
e
c
o
m
m
u
n
i
c
at
i
o
n
,
e
m
p
a
t
h
y
,
a
n
d
e
m
o
t
i
o
n
a
l
i
n
t
e
l
li
g
e
n
c
e
.
A
n
o
t
h
e
r
s
i
g
n
i
f
i
c
a
n
t
c
o
n
c
e
p
t
is
s
e
l
f
-
es
t
e
e
m
.
A
l
a
c
k
o
f
c
o
n
f
i
d
e
n
c
e
c
a
n
l
e
a
d
t
o
m
e
n
ta
l
h
e
a
lt
h
is
s
u
e
s
l
i
k
e
d
e
p
r
e
s
s
i
o
n
a
n
d
e
a
t
i
n
g
d
i
s
o
r
d
e
r
s
.
S
e
l
f
-
es
t
e
e
m
m
a
y
b
e
a
s
i
g
n
i
f
i
c
an
t
f
a
c
t
o
r
i
n
t
h
e
h
e
al
t
h
a
n
d
s
u
c
c
es
s
o
f
h
e
a
l
t
h
p
r
o
f
es
s
i
o
n
a
l
s
t
u
d
e
n
t
s
,
w
h
o
a
r
e
e
x
p
o
s
e
d
t
o
h
i
g
h
s
t
r
e
s
s
l
e
v
el
s
a
n
d
a
h
i
g
h
e
r
c
h
a
n
c
e
o
f
d
e
v
e
l
o
p
i
n
g
s
i
m
i
l
a
r
d
i
s
o
r
d
e
r
s
.
T
h
e
s
t
u
d
y
'
s
h
y
p
o
t
h
e
s
es
a
s
s
u
m
e
d
t
h
a
t
m
a
n
y
f
i
r
s
t
-
y
e
a
r
s
t
u
d
e
n
t
s
w
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o
w
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p
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i
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y
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I
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u
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e
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f
s
elf
-
wo
r
th
[
3
8
]
.
S
t
u
d
e
n
t
s
i
n
t
h
e
f
i
e
l
d
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m
e
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,
n
u
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o
p
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o
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r
y
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p
h
a
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y
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a
n
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-
s
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i
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a
l
s
u
r
v
e
y
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P
a
r
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I
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2252
-
8
8
0
6
E
mo
tio
n
a
l in
tellig
en
ce
tr
en
d
s
in
n
u
r
s
in
g
ed
u
ca
tio
n
:
re
view th
e
liter
a
tu
r
e
(
F
o
u
z
iya
h
Ma
tr
o
u
d
)
543
A
s
s
o
c
i
a
ti
o
n
s
b
e
tw
e
e
n
t
h
e
c
o
n
s
tr
u
c
t
s
we
r
e
e
v
a
l
u
at
e
d
u
s
i
n
g
P
e
ar
s
o
n
'
s
c
o
r
r
e
la
t
i
o
n
.
T
h
e
m
e
a
n
s
el
f
-
e
s
t
ee
m
s
c
o
r
e
w
as
2
6
.
2
±
2
.
3
b
u
t
2
1
%
o
f
t
h
e
s
a
m
p
l
e
e
v
i
d
e
n
c
e
d
l
o
w
s
e
l
f
-
es
t
e
e
m
.
T
h
e
p
e
r
c
e
n
t
a
g
e
o
f
s
t
u
d
e
n
ts
wi
t
h
l
o
w
s
el
f
-
e
s
t
e
e
m
w
a
s
c
o
n
s
i
s
te
n
t
a
c
r
o
s
s
a
l
l
p
r
o
g
r
a
m
s
.
A
l
t
h
o
u
g
h
r
a
c
e
d
i
d
h
a
v
e
a
r
o
l
e
i
n
h
o
w
c
o
n
f
i
d
e
n
t
p
e
o
p
l
e
f
e
l
t
a
b
o
u
t
t
h
e
m
s
e
l
v
es
,
g
e
n
d
e
r
p
l
a
y
e
d
n
o
d
i
s
c
e
r
n
i
b
l
e
r
o
l
e
.
M
a
l
es
a
ls
o
f
a
r
e
d
b
e
t
t
e
r
t
h
an
f
e
m
a
l
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n
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r
m
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o
f
e
m
o
ti
o
n
a
l
i
n
t
e
ll
i
g
e
n
c
e
[
3
9
]
.
Self
-
esteem
was
f
o
u
n
d
to
b
e
m
o
d
er
ately
r
elate
d
to
em
o
tio
n
al
in
tellig
en
ce
an
d
em
p
ath
y
.
I
t
is
s
af
e
to
s
ay
th
at
m
an
y
f
ir
s
t
-
y
ea
r
s
tu
d
e
n
ts
in
th
e
h
ea
lt
h
p
r
o
f
ess
io
n
s
s
tr
u
g
g
le
with
p
o
o
r
s
elf
-
esteem
.
T
h
ese
in
d
iv
i
d
u
als
m
ay
b
e
m
o
r
e
v
u
ln
er
ab
le
to
th
e
p
s
y
ch
o
lo
g
ical
ef
f
ec
ts
o
f
ac
ad
em
ic
p
r
ess
u
r
e.
T
h
e
tr
ai
n
in
g
o
f
h
ea
lth
p
r
o
f
ess
io
n
al
s
tu
d
en
ts
an
d
th
e
d
if
f
icu
lties
t
h
ey
ex
p
er
ien
ce
ca
ll
f
o
r
m
o
r
e
s
tu
d
y
in
to
th
e
co
n
n
ec
tio
n
s
b
e
twee
n
s
elf
-
esteem
,
em
o
tio
n
al
in
tellig
en
ce
,
a
n
d
e
m
p
ath
y
.
T
r
u
d
el
-
Fit
zg
er
ald
et
a
l.
[
4
0
]
r
ep
o
r
ted
t
h
at
m
o
b
b
in
g
is
r
ath
e
r
co
m
m
o
n
am
o
n
g
n
u
r
s
es,
wit
h
esti
m
ate
s
r
an
g
in
g
f
r
o
m
1
7
%
to
2
0
%
wo
r
ld
wid
e.
Usi
n
g
em
o
tio
n
al
in
tellig
en
ce
as
a
b
u
f
f
er
ag
a
in
s
t
p
s
y
ch
o
lo
g
ical
h
ar
ass
m
en
t
at
wo
r
k
,
s
ev
er
al
r
e
s
ea
r
ch
er
s
h
av
e
s
o
u
g
h
t
to
e
x
p
la
in
th
e
s
u
cc
ess
o
r
f
ailu
r
e
o
f
ad
a
p
tatio
n
to
th
e
wo
r
k
en
v
ir
o
n
m
en
t
a
n
d
team
wo
r
k
.
T
h
is
q
u
an
titativ
e,
o
b
s
er
v
ati
o
n
al,
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
in
ten
d
ed
to
id
e
n
tify
t
h
e
m
ed
iatin
g
e
f
f
ec
ts
o
f
o
th
e
r
v
a
r
iab
les,
in
clu
d
in
g
s
o
cial
s
u
p
p
o
r
t
an
d
s
en
s
itiv
ity
to
an
x
iety
,
in
th
e
ass
o
ciatio
n
b
etwe
en
em
o
tio
n
al
i
n
tellig
en
c
e
an
d
m
o
b
b
in
g
as e
x
p
e
r
ien
ce
d
b
y
n
u
r
s
es.
T
h
e
f
in
al
s
am
p
le
in
clu
d
e
d
1
,
3
5
7
Sp
an
is
h
n
u
r
s
es,
ag
es
2
2
-
5
8
,
wh
o
h
ad
v
o
lu
n
teer
e
d
f
r
o
m
a
v
ar
iety
o
f
h
ea
lth
ca
r
e
f
ac
ilit
ies.
Par
ticip
an
ts
f
illed
o
u
t
th
e
s
u
r
v
ey
s
(
th
e
Pe
r
ce
iv
ed
Ps
y
ch
o
l
o
g
ical
Har
ass
m
en
t
Qu
esti
o
n
n
air
e,
th
e
B
r
ief
E
m
o
tio
n
al
I
n
tellig
en
ce
I
n
v
en
to
r
y
,
th
e
B
r
ief
Per
ce
iv
ed
So
c
ial
Su
p
p
o
r
t
Qu
esti
o
n
n
air
e,
an
d
th
e
An
x
iety
Sen
s
itiv
ity
I
n
d
ex
-
3
)
v
ia
a
web
s
ite.
T
h
er
e
wer
e
ca
lcu
la
ted
m
ed
iatio
n
m
o
d
els
an
d
d
escr
ip
tiv
e
an
aly
s
es.
E
m
p
lo
y
ee
s
with
lo
w
em
o
tio
n
a
l in
tellig
en
ce
an
d
a
h
ig
h
s
en
s
itiv
ity
to
an
x
iety
wer
e
m
o
r
e
lik
ely
to
b
e
b
u
llied
o
n
th
e
jo
b
.
I
f
th
ey
h
av
e
a
s
tr
o
n
g
s
o
cial
n
etwo
r
k
o
f
lo
v
e
d
o
n
es
an
d
f
r
ien
d
s
,
th
ey
m
ay
b
e
a
b
le
t
o
wea
th
er
th
e
s
to
r
m
o
f
th
e
m
o
b
b
in
g
.
B
ased
o
n
th
e
s
tu
d
y
f
in
d
in
g
s
,
it
is
im
p
o
r
ta
n
t
to
p
r
o
v
i
d
e
n
u
r
s
es
with
em
o
tio
n
al
in
tellig
en
ce
tr
ain
in
g
at
co
lleg
e
an
d
i
n
th
e
wo
r
k
p
lace
to
c
r
ea
te
a
m
o
r
e
p
o
s
itiv
e
en
v
ir
o
n
m
e
n
t f
o
r
ev
er
y
o
n
e.
3.
M
E
T
H
O
D
I
n
th
is
in
v
esti
g
atio
n
,
we
u
s
e
a
n
ar
r
ativ
e
an
aly
s
is
o
f
r
elate
d
liter
atu
r
e.
T
h
e
lack
o
f
r
elev
a
n
t
liter
atu
r
e
o
r
th
e
au
th
o
r
'
s
p
er
s
o
n
al
attac
h
m
e
n
t
to
a
p
iece
o
f
liter
atu
r
e
ar
e
c
o
m
m
o
n
m
o
tiv
atin
g
f
ac
to
r
s
in
n
ar
r
ativ
e
an
aly
s
is
.
I
n
ad
d
itio
n
to
p
r
o
v
id
in
g
a
n
in
-
d
ep
th
an
aly
s
is
o
f
p
r
e
v
io
u
s
ly
p
u
b
li
s
h
ed
in
f
o
r
m
atio
n
,
th
e
m
ajo
r
p
u
r
p
o
s
e
o
f
a
n
ar
r
ativ
e
r
ev
iew
is
to
ad
d
to
th
e
o
n
g
o
i
n
g
g
en
e
r
al
d
eb
ate
o
n
a
ce
r
tain
to
p
ic
[
4
1
]
s
en
t
s
tu
d
y
r
ev
ie
w
p
r
o
ce
s
s
co
n
s
is
ts
o
f
m
u
ltip
le
ac
tio
n
s
.
Fin
d
o
u
t
wh
at
p
eo
p
le
ar
e
s
ea
r
ch
in
g
f
o
r
wh
en
th
e
y
u
tili
ze
ter
m
s
lik
e
“E
m
o
tio
n
al
in
tellig
en
ce
m
o
d
el
OR
E
m
o
tio
n
al
in
tellig
en
ce
OR
E
m
o
tio
n
al
in
tellig
en
ce
tech
n
iq
u
es
OR
em
o
tio
n
al
s
k
ills
O
R
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
n
u
r
s
in
g
ed
u
c
atio
n
OR
n
u
r
s
in
g
AND
L
ib
y
a
”.
I
n
f
i
r
s
t
r
o
u
n
d
o
f
r
esear
ch
,
we
o
b
tain
ed
2
,
3
9
0
r
ec
o
r
d
s
.
"
B
o
o
l
ea
n
o
p
er
ato
r
s
s
u
c
h
as
"OR"
a
n
d
"AN
D"
wer
e
em
p
lo
y
e
d
ef
f
ec
tiv
ely
d
u
r
in
g
th
e
s
ea
r
ch
.
All
o
f
th
e
s
ch
o
l
ar
ly
ar
ticles
wer
e
f
o
u
n
d
b
y
u
s
in
g
Go
o
g
le
S
ch
o
la
r
as
th
e
s
ea
r
ch
en
g
in
e.
T
h
e
s
e
co
n
d
p
h
ase
in
v
o
lv
es
f
ilter
in
g
o
u
t
ir
r
elev
an
t
c
o
n
ten
t.
T
h
er
ef
o
r
e,
we
r
estricte
d
o
u
r
s
elv
es
to
s
ch
o
lar
ly
ar
ticles
p
u
b
lis
h
ed
in
E
n
g
lis
h
b
etwe
en
2
0
1
9
an
d
2
0
2
3
.
T
h
e
titl
es
an
d
ab
s
tr
ac
ts
o
f
th
e
r
etu
r
n
in
g
p
ap
e
r
s
wer
e
r
e
v
iewe
d
b
ef
o
r
e
th
e
f
u
ll
tex
ts
wer
e
r
ea
d
.
Ar
ticles
th
at
d
id
n
'
t
h
av
e
an
y
th
in
g
to
d
o
with
s
tu
d
en
t h
ap
p
i
n
ess
wer
en
'
t c
o
n
s
id
er
ed
.
4.
RE
SU
L
T
AND
DI
SCUS
SI
O
N
Sev
er
al
ar
ticles
ab
o
u
t
E
I
an
d
n
u
r
s
in
g
s
tu
d
en
ts
wer
e
s
y
n
th
esized
in
th
is
r
ev
iew.
Ou
r
ev
alu
ati
o
n
m
o
s
tly
co
n
s
is
ts
o
f
s
tu
d
ies
co
n
d
u
cted
in
th
e
Un
ited
States
an
d
Sp
ain
,
with
s
o
m
e
ad
d
itio
n
al
r
esear
ch
co
m
in
g
f
r
o
m
I
n
d
ia,
Pak
is
tan
,
E
g
y
p
t,
I
taly
,
So
u
th
Ko
r
ea
,
an
d
C
h
in
a.
T
h
is
ev
alu
a
tio
n
o
n
ly
in
cl
u
d
es wo
r
k
s
th
at
ap
p
ea
r
ed
a
f
ter
2
0
1
9
.
Alth
o
u
g
h
we
s
ea
r
ch
f
o
r
em
o
ti
o
n
al
in
tellig
en
ce
in
L
ib
y
an
n
u
r
s
in
g
d
u
r
in
g
tim
e
s
p
an
b
etwe
en
2
0
1
9
to
2
0
2
3
,
th
er
e
n
o
an
y
s
tu
d
y
was
co
n
d
u
cted
i
n
L
ib
y
an
n
u
r
s
in
g
co
n
tex
t
d
u
r
i
n
g
th
is
p
er
io
d
.
T
h
is
s
h
o
r
tag
e
is
a
s
tr
o
n
g
in
d
icato
r
to
co
n
d
u
ct
m
o
r
e
s
tu
d
ies.
Fu
r
th
er
m
o
r
e
,
th
e
s
m
all
n
u
m
b
e
r
o
f
s
tu
d
ies
p
u
b
lis
h
ed
o
n
th
e
t
o
p
ic
o
f
E
I
in
n
u
r
s
in
g
s
tu
d
en
ts
with
in
th
e
last
d
ec
ad
e
d
em
o
n
s
tr
ates
th
at
th
is
is
a
r
elativ
ely
n
ew
a
r
ea
o
f
s
tu
d
y
th
at
h
as
r
o
o
m
f
o
r
g
r
o
wth
in
lig
h
t
o
f
th
e
n
ee
d
s
o
f
th
e
n
u
r
s
in
g
p
r
o
f
ess
io
n
.
T
h
er
ef
o
r
e,
it
ap
p
ea
r
s
cr
u
cial
to
in
co
r
p
o
r
ate
th
e
id
ea
o
f
E
I
in
to
th
e
cu
r
r
icu
lu
m
o
f
n
u
r
s
in
g
s
ch
o
o
ls
.
Ho
wev
e
r
,
v
a
r
io
u
s
m
eth
o
d
s
ar
e
a
v
ailab
le
(
e.
g
.
,
ab
ilit
y
v
s
.
ch
a
r
ac
ter
is
tic
m
o
d
el)
an
d
m
an
y
test
s
ca
n
b
e
ad
m
in
is
ter
e
d
.
I
n
th
e
ex
am
in
ed
s
tu
d
ies,
r
esear
ch
er
s
e
m
p
lo
y
ed
a
wid
e
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a
r
iety
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f
to
o
l
s
,
th
e
m
o
s
t c
o
m
m
o
n
o
f
wh
ich
wer
e
s
elf
-
r
e
p
o
r
t
q
u
esti
o
n
n
air
es.
Sin
ce
ea
ch
s
tu
d
y
u
s
ed
a
u
n
iq
u
e
s
et
o
f
m
eth
o
d
s
an
d
m
etr
ics,
co
m
p
ar
in
g
th
e
r
esu
lts
is
ch
allen
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in
g
.
R
esear
ch
o
n
E
I
an
d
n
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r
s
in
g
ca
r
e
is
m
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d
if
f
ic
u
lt
to
co
m
p
r
eh
e
n
d
d
u
e
t
o
th
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lack
o
f
ag
r
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m
en
t o
n
th
e
d
ef
in
itio
n
o
f
E
I
an
d
th
e
u
s
e
o
f
a
wid
e
r
a
n
g
e
o
f
m
eth
o
d
s
an
d
to
o
ls
[
4
2
]
.
T
o
b
etter
p
r
e
p
ar
e
s
tu
d
e
n
ts
f
o
r
th
e
em
o
tio
n
al
d
em
a
n
d
s
o
f
th
e
p
r
o
f
ess
io
n
,
t
h
e
tr
ip
a
r
tite
m
o
d
e
l
m
ig
h
t b
e
u
s
ed
to
in
clu
d
e
th
e
n
o
tio
n
o
f
E
I
in
to
n
u
r
s
in
g
e
d
u
ca
tio
n
.
I
n
d
ee
d
,
a
n
u
r
s
in
g
ed
u
ca
tio
n
th
at
in
clu
d
es
E
I
d
ev
elo
p
m
e
n
t
ex
er
cises
th
at
co
m
b
in
e
k
n
o
wled
g
e
o
f
wh
at
E
I
is
(
tr
ait)
with
p
r
ac
tice
im
p
lem
en
tin
g
th
is
in
f
o
r
m
atio
n
(
ca
p
ac
ity
)
ca
n
h
elp
s
tu
d
en
ts
b
etter
m
a
n
ag
e
th
eir
em
o
tio
n
s
(
b
eh
av
i
o
u
r
)
.
Fu
r
th
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r
e,
an
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2
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547
544
in
ter
v
en
tio
n
th
at
ch
an
g
es
E
I
k
n
o
wled
g
e
an
d
s
k
ill
p
r
o
m
o
tes
l
o
n
g
-
ter
m
ch
a
n
g
e
in
th
e
E
I
tr
ait
,
as
s
h
o
wn
in
a
s
tu
d
y
by
Sh
ev
lin
et
a
l.
[
4
3
]
with
m
e
d
ical
p
r
o
f
ess
o
r
s
b
ased
o
n
th
e
tr
ip
ar
tite
m
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d
el.
T
h
is
s
u
g
g
ests
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h
at
a
p
r
o
g
r
am
b
ased
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tr
ip
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tite
m
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d
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a
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th
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p
ec
if
ics
o
f
n
u
r
s
in
g
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d
u
ca
tio
n
an
d
p
r
ac
tice
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o
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ld
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eq
u
i
p
s
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d
en
ts
to
h
an
d
le
th
e
em
o
tio
n
al
d
em
a
n
d
s
o
f
th
e
p
r
o
f
ess
io
n
.
T
h
is
n
o
tio
n
co
u
ld
b
e
in
v
esti
g
ated
t
h
r
o
u
g
h
t
h
e
in
tr
o
d
u
ctio
n
o
f
ex
p
er
im
en
tal
q
u
alitativ
e
s
tu
d
ies in
to
n
u
r
s
in
g
c
u
r
r
icu
la.
Ou
r
r
esear
ch
in
d
icate
s
th
at
E
I
ca
n
b
etter
p
r
e
p
ar
e
n
u
r
s
in
g
s
tu
d
en
ts
f
o
r
t
h
e
em
o
tio
n
al
lab
o
r
o
f
t
h
eir
ch
o
s
en
p
r
o
f
ess
io
n
[
4
4
]
.
Stu
d
e
n
ts
th
at
h
av
e
a
h
i
g
h
lev
el
o
f
E
I
ar
e
b
etter
a
b
le
to
f
o
c
u
s
,
co
n
t
r
o
l
th
eir
em
o
ti
o
n
s
,
an
d
ac
h
iev
e
ac
ad
em
ic
s
u
cc
ess
.
b
etter
th
em
s
elv
es
an
d
th
e
p
e
o
p
le
th
ey
i
n
ter
ac
t
with
in
th
e
m
ed
ical
f
ield
[
4
5
]
.
T
h
ese
q
u
alities
h
av
e
b
ee
n
f
o
u
n
d
to
in
cr
ea
s
e
th
e
lik
elih
o
o
d
o
f
n
u
r
s
in
g
s
tu
d
en
t
s
u
cc
ess
[
4
6
]
.
E
m
o
tio
n
al
r
eg
u
latio
n
s
k
ills
ar
e
cr
u
cial
f
o
r
n
u
r
s
es
s
in
ce
n
u
r
s
in
g
is
ab
o
u
t
m
o
r
e
th
an
j
u
s
t
p
r
o
v
id
in
g
m
ed
ical
ca
r
e;
it
is
also
ab
o
u
t
b
u
ild
in
g
co
n
n
ec
tio
n
s
with
p
atien
ts
an
d
o
th
er
p
e
o
p
le
[
4
7
]
.
T
h
e
h
ea
lth
an
d
s
atis
f
ac
tio
n
o
f
n
u
r
s
es,
as
well
as
th
e
well
-
b
ein
g
o
f
th
eir
p
atien
ts
an
d
th
e
s
u
cc
ess
o
f
th
e
h
o
s
p
ital,
ar
e
p
r
o
f
o
u
n
d
l
y
im
p
ac
ted
b
y
th
eir
co
n
f
id
e
n
ce
in
th
eir
ab
ilit
ies
a
s
m
ed
ical
p
r
o
f
ess
io
n
als
o
n
th
e
jo
b
[
4
8
]
.
R
ec
en
t
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
h
ig
h
lev
els
o
f
jo
b
-
e
f
f
icac
y
ar
e
cr
u
cial
f
o
r
an
o
r
g
an
iza
tio
n
'
s
s
u
cc
ess
.
T
h
e
ca
p
ac
ity
to
d
o
o
n
e'
s
jo
b
well
h
as
a
d
ir
ec
t
im
p
ac
t
o
n
a
h
o
s
p
ital's
ab
ilit
y
to
co
m
p
ete
[
4
9
]
.
T
h
e
cu
ltiv
atio
n
o
f
co
m
p
eten
t
an
d
co
m
p
ass
io
n
ate
n
u
r
s
es
r
eq
u
ir
es
b
o
th
em
o
tio
n
al
in
tellig
en
ce
an
d
a
will
to
lear
n
.
I
m
p
r
o
v
ed
p
atien
t
ca
r
e,
h
ig
h
er
ac
a
d
em
ic
ac
h
iev
e
m
en
t,
an
d
g
e
n
er
al
well
-
b
ein
g
ar
e
all
p
o
s
s
ib
le
r
esu
lts
o
f
n
u
r
s
i
n
g
s
tu
d
en
ts
'
ef
f
o
r
ts
to
d
ev
el
o
p
th
eir
e
m
o
tio
n
al
in
tellig
en
ce
an
d
en
c
o
u
r
a
g
e
th
e
d
ev
elo
p
m
en
t
o
f
th
eir
in
tr
in
s
ic
m
o
tiv
atio
n
[
5
0
]
.
E
m
o
tio
n
al
in
tellig
en
ce
tr
ain
in
g
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
s
h
o
u
ld
b
e
in
co
r
p
o
r
ated
in
to
n
u
r
s
in
g
cu
r
r
icu
la
to
b
etter
p
r
ep
ar
e
s
tu
d
e
n
ts
f
o
r
t
h
e
ch
alle
n
g
es o
f
th
e
p
r
o
f
ess
io
n
[
5
1
]
.
5.
CO
NCLU
SI
O
N
Ov
er
th
e
p
ast
d
ec
ad
e,
r
esear
ch
o
n
E
I
an
d
n
u
r
s
in
g
s
tu
d
en
t
s
h
as
p
r
o
g
r
ess
ed
s
ig
n
if
ican
tly
.
T
h
er
e
is
wid
esp
r
ea
d
ag
r
ee
m
e
n
t
th
at
s
tu
d
en
ts
b
en
ef
it
f
r
o
m
d
ev
elo
p
in
g
th
eir
E
I
.
Stu
d
en
ts
an
d
d
o
cto
r
s
wh
o
ar
e
em
o
tio
n
ally
in
tellig
en
t
h
av
e
b
etter
r
elatio
n
s
h
ip
s
with
th
eir
p
atien
ts
an
d
t
h
eir
lo
v
e
d
o
n
es,
a
n
d
a
r
e
m
o
r
e
p
r
o
d
u
ctiv
e
in
th
ei
r
wo
r
k
.
W
h
ile
em
o
tio
n
al
g
r
o
wt
h
is
an
ess
en
tial a
s
p
ec
t o
f
an
y
ca
r
in
g
ca
r
ee
r
,
it is
r
a
r
ely
em
p
h
asized
in
n
u
r
s
in
g
o
r
h
ea
lth
ca
r
e
p
r
o
g
r
am
s
.
Fu
r
th
e
r
m
o
r
e,
t
h
e
v
a
r
iety
o
f
m
o
d
els
an
d
m
eth
o
d
o
l
o
g
ies
u
tili
ze
d
m
ak
es
it
d
if
f
icu
lt
to
co
m
p
ar
e
s
tu
d
ies.
B
o
th
th
e
tr
ait
an
d
th
e
ab
ilit
y
m
o
d
els
h
av
e
th
eir
p
r
o
p
o
n
en
ts
am
o
n
g
s
ch
o
la
r
s
.
C
o
m
p
lem
en
tin
g
o
n
e
an
o
th
er
,
r
ath
er
th
a
n
co
m
p
etin
g
,
th
ese
m
o
d
els.
T
h
e
r
ef
o
r
e,
it
m
ay
b
e
p
o
s
s
ib
le
to
f
o
s
ter
E
I
n
o
t
o
n
ly
in
t
h
ese
s
tu
d
en
ts
b
u
t
in
th
e
h
ea
lth
ca
r
e
w
o
r
k
f
o
r
ce
as
a
wh
o
le
th
r
o
u
g
h
th
e
d
ep
lo
y
m
e
n
t
o
f
a
tr
ain
in
g
p
r
o
g
r
am
th
at
e
m
p
h
asizes
k
n
o
wled
g
e
,
ab
ilit
y
,
an
d
c
h
ar
ac
ter
is
tic.
Sev
er
al
in
itiativ
es tar
g
eted
to
war
d
s
n
u
r
s
in
g
s
tu
d
e
n
ts
h
av
e
b
ee
n
lau
n
ch
e
d
.
Pro
g
r
am
len
g
th
an
d
co
n
te
n
t,
b
o
t
h
o
f
wh
ich
m
ay
af
f
ec
t
E
I
im
p
r
o
v
e
m
en
t,
wer
e
n
o
t
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.
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y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
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h
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a
fifi
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p
m
.
u
p
si.ed
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.