Background: Four phases teaching method affects emotional intelligence, satisfaction, self
confidence and practice. Aim of the study: Was to investigate the effect of application of four phase
teaching method regarding care of labor among nursing students and its effect on their emotional
intelligence. Design: A quasi-experimental study was utilized. Setting: The study was conducted at
technical Nursing Institute at Benha University. Sample: A purposive sample included 170 nursing
students and divided equally into two groups control and intervention groups. Tools of data collection:
Four tools were used, I: A structured interviewing questionnaire, II: Bar-On emotional intelligence
Quotient Inventory, III: The student satisfaction and self-confidence in Learning Instrument and tool
and IV: Observational check list. Results: The mean scores of emotional intelligence was statistically
higher in the intervention group compared to control group (P ≤ 0.05) post implementation of the four
phase teaching method. Also, the intervention group had significant higher scores in satisfaction, self
confidence and practice compared to control group (P ≤ 0.05). Additionally, there was a positive
statistical correlation between total emotional intelligence and total practice scores in both groups (P ≤
0.05). Finally, it was observed that there was significant positive correlation between emotional
intelligence, satisfaction and self-confidence scores among intervention group (P ≤ 0.05). Conclusion:
The four-phase teaching method was effective on improving student's emotional intelligence,
satisfaction, self-confidence and practice related to care of labour. Recommendations: Replication of
the present study with more participants and at several universities for generalization of the results and
evaluation the effect of application of four phases teaching method for maternity nursing students on
improving labour outcome. |
