A Qualitative Study to Develop a Framework for Embedding EI in the Health & Social Care Curriculum: Students as Co-creators of Curriculum - An Inclusive Approach
Abstract
Highly motivated and emotionally perceptive individuals are needed in every aspect of care (Man et al, 2020). Emotional Intelligence (EI) promotes coping strategies essential in managing stressful events and reduces negative emotions (Petzold, Plag & Strohle; 2020). There’s increasing need for healthcare students to be well-equipped in dealing with their own and service user’s emotional needs. This can be resolved through having a level of EI competency mandated for student development as future health care professionals (Quinlan; 2016). Considering the need for an inclusive learning and teaching approach in Higher Education (HE); This project aimed to develop a framework for embedding EI into an undergraduate Health & Social Care course curriculum. An inclusive approach was adopted through semi-structured interviews/questionnaires with students and fellow lecturers. Both respondents agreed that the curriculum learning outcomes should include EI with coherency and continuity throughout the course in a progressively developmental way. A theoretical framework was developed grounded in Toohey’s (1999) instructional design and Ouija board models for embedding EI strands. Subsequently, proposals of a framework for a curriculum programme were presented based on the results/findings of the study. Engaging students in co-creating curricula, applying, and utilising teaching methods around the topic of EI can help them build relationships with the discipline and link to real-world issues. The proposed framework is expected to enhance the quality of graduate’s EI on commencement of roles within healthcare settings.
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