Clinical Trial Details
— Status: Completed
Administrative data
| NCT number |
NCT05014633 |
| Other study ID # |
960235 |
| Secondary ID |
|
| Status |
Completed |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
March 10, 2017 |
| Est. completion date |
December 17, 2017 |
Study information
| Verified date |
August 2021 |
| Source |
Isfahan University of Medical Sciences |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
Abstract Background: Emergency Medicine Wards (EMWs) are among the most stressful wards of
hospitals. Emotional Intelligence (EI) seems to be one of the factors that can aid
individuals in overcoming environmental stresses. Therefore, the present study aimed at
evaluating the role of training in improving EI skills and addressing its indirect effect on
reducing job stress of emergency medical assistants in the emergency department.
Materials and Methods: In the present study, 20 emergency medical assistants were trained in
EI skills while 22 assistants received no training. Then, all participants' EI level and job
stress were assessed and compared before and after the intervention using the Bar-On
Emotional Quotient Inventory(EQ-i) and the Osipow job stress questionnaire, respectively.
Description:
Individuals in the control group did not receive any training while individuals in the
intervention group received the pertinent training. The duration of the training for the
intervention group was 16 hours (four four-hour sessions). The whole training process lasted
for one month. EI training sessions were held and managed by two experienced instructors
selected from medical education specialists with sufficient experience in conducting EI
training. Both instructors attended the sessions, presented the content, videos, slides, and
brochures with the help of each other, and managed related scenarios in each session.
It should be noted that the instructors as well as the participants had no information about
the initial scores of EI and job stress recorded before the training intervention.
At the beginning of the first session, the basic definitions and concepts of EI were
discussed, and the common environmental stressors were described from the perspective of
emergency medical assistants. Moreover, a succinct description of the benefits of EI training
and practice was provided. After the initial introduction, a number of EI skills were taught
in each session by presenting videos, slides, and brochures. Then, participants were engaged
in discussions by presenting scenarios related to EI skills in the concluding hours of each
session to offer more content load. These scenarios recounted the situation of an individual
facing a problem and encompassed a list of suggested reactions including the reasons behind
each reaction that an observer was supposed to indicate. Scenarios were generally implemented
in smaller groups in such a way that some scenarios were distributed and discussed among all
participants. The assistants were questioned about identifying the source of the concern, the
cause of the concern, potential environmental factors, and how a personal perspective affects
their response to the situation. Other scenarios were distributed among the smaller groups
and discussed by each groups' representative. Each group presented their analysis and
argumentation of the scenario, and then the relevant questions were answered by providing the
reasons. The sessions ended with the instructor summarizing different opinions on each of the
scenarios (19).
It should be mentioned that to prevent fatigue and obtain better efficiency, participants
(emergency medical assistants) were served twice during each session. Moreover, considering
the possibility of the interference of emergency medical assistants' work shifts, it was
planned in coordination with the Deputy Minister of Education that the emergency medical
assistants would not have any work shifts and would not even be on duty over the four days of
training.
Outcomes At the end of the last training session, two questionnaires of EQ-I and Osipow were
filled out by the participants of the intervention group. In addition, the participants of
the control group were contacted and asked to fill out these two questionnaires by visiting
them in person (on the last day of the training session related to the intervention group).
If the participant in the control group did not meet the conditions for the face-to-face
visit, the questions were read to them on the phone and their choice was recorded.
