2026-06-29T02:42:33Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1327282026-02-24T01:09:21Zcom_20.500.14352_14col_20.500.14352_15

The effects of high-fidelity simulation training on emotional intelligence in undergraduate nursing students: A prepost intervention study Arrogante Maroto, Óscar Ortuño Soriano, Ismael Fernandes Ribeiro, Ana Sofía Raurell Torredà, Marta Jiménez Rodríguez, Diana Zaragoza García, Ignacio Background Nurses form and maintain relationships within emotionally charged environments. Consequently, nursing practice requires adequate management of emotions. Aim To evaluate the impact of high-fidelity simulation training on nursing students’ emotional intelligence (EI). Methods About 202 first-year students participated in a quasi-experimental study using a longitudinal design with a single group pre- and postintervention evaluation. Their EI levels were compared at baseline and after the simulation experience using the Trait Meta-Mood Scale – 24 (TMMS-24). A structured debriefing phase was specifically designed to analyze and reflect on nursing students’ emotions, those of the patient, and their partner during the five simulated scenarios. Results Nursing students significantly improved their EI levels after the simulation sessions. The effect size was medium for the total score of the TMMS-24 and the "emotional clarity" dimension, whereas this effect was small for the "emotional attention" and "emotional repair" dimensions. Conclusions High-fidelity simulation training allows nursing students to improve their EI levels when they have opportunities to interact with simulated patients and participate in a structured debriefing phase aimed at reflecting on emotions. 2026-02-19T18:45:24Z 2026-02-19T18:45:24Z 2026-02-19T18:45:24Z 2025-07 journal article https://hdl.handle.net/20.500.14352/132728 1557-3087 10.1016/j.teln.2025.03.002 eng Arrogante, Oscar, et al. «The effects of high-fidelity simulation training on emotional intelligence in undergraduate nursing students: A prepost intervention study». Teaching and Learning in Nursing, vol. 20, n.º 3, 2025, pp. e829-35, https://doi.org/10.1016/J.TELN.2025.03.002. http://creativecommons.org/licenses/by/4.0/ open access Attribution 4.0 International Elsevier