Abstract
The purpose of this qualitative, experiential narrative study was to examine how emotional intelligence (EI) is developed in professional nursing practice. Narrative, qualitative research was conducted with a professional nurse in repeated interviews detailing the major events, patients, coworkers, mentors, and support systems in the research participant’s life from their first experiences in healthcare to the present. Evidence of EI was identified in the participant’s stories and applied to the Salovey and Mayer model of EI. NVivo 11 was selected for concept analysis and several themes emerged including Dignity and Respect, Formal Teaching, Experience, Mentorship, and Reflection. The interviews were then analyzed for structure using the Labov and Waletsky’s model. The structural analysis found large segments of complicating action and reflection, which is congruent with the concept analysis. Development of simulation activities and clinical measures of compassion and empathy are areas of focus for the development of EI in nursing practice. Additional research should be conducted on the role clinical empathy plays in the development of EI. Other areas suggested for future study include how formal teaching experiences of EI impact students in nursing school, and how movement between nursing positions influences emotional intelligence in professional nursing practice.