Relación entre riesgo de suicidio, la inteligencia emocional rasgo, autoestima y el burnout académico en estudiantes de enfermería

Abstract

Nursing students are a population vulnerable to mental health problems, suffering from multiple conditions. These students are susceptible to the development of suicidal ideation and behavoir. There are various associated factors; such as stress, depression, anxiety, academic burnout, among others. Likewise, numerous preventive factors coexit, and among them trait emotional intelligence and self-esteem appear as protectors against these risk. Nursing education causes an increase in levels of stress and exhaustion with a significant correlation between stress and exhaustion, a situation that has persisted since before the pandemic, during it, and post-confinement. Therefore, considering the above, a general objective has been set for this doctoral thesis by compendium of publications: 1. Establish the relationship between suicide risk variables, trait emotional intellignece, self-esteem and academic burnout in nursing students in Chile in the pandemic environment. Each of these scientific articles has been develop with the following specific objectives: a. Characterize the sample based on the sociodemographic variables of nursing students in Chile in the pandemic environment. b. b. Describe the risk of suicide in a sample of nursing students in Chile in the pandemic environment. c. c. Describe the level of trait Emotional Intelligence of a sample of nursing students in Chile in the pandemic environment. d. d. Describe the level of self-esteem of a sample of nursing students in Chile in the pandemic environment. e. and. Describe level of academic burnout in a sample of nursing students in Chile in the pandemic environment. f. f. Establish the correlation between suicide risk, trait emotional intelligence, self-esteem, and level of academic burnout in the sample analyzed in the pandemic environment. To respond to these objectives, four concatenated studies have been developed with specific methodologies according to the purposes of each study: 1. The first research is quantitative, correlational and cross-sectional. Non-probabilistic sampling, and 201 students participated. A survey with biosociodemographic background was applied virtually. Furthermore, Emotional Intelligence was evaluated with the TEIQue-SF scale; and suicidal risk through the Beck Hopelessness Scale, answered during the pandemic confinement period (2021). 2. The second study is a quantitative, descriptive, correlational, cross-sectional research, and a non-probabilistic sample. The relationship between suicidal risk and trait emotional intelligence was established in nursing students at a public university in Chile, in person. 213 surveys were applied (2022). 3. The third was a quantitative, correlational, cross-sectional, non-experimental study. The trait emotional intelligence questionnaire and the Rosenberg self-esteem scale were applied; the final sample was 213 nursing students from 1st-5th year, in person (2022). 4. And the fourth; it was a quantitative-correlational, cross-sectional, non-experimental, non-probabilistic study. 213 surveys were administered to measure trait emotional intelligence and academic burnout in the post-confinement period. Differences in means were reported through psot-hoc analysis with Games Howell statistics, and correlations were performed with the Rho Spearman coefficient (2022). The main results derived in the articles were the following: 1. Associated with the first investigation; a moderate negative correlation was evident (r= -8; p=0.01) for one of the factors of trait emotional intelligence and level of suicidal risk. There was a 10% prevalence of suicide risk. 2. In the second study, there was a prevalence of 19.3% of the sample with suicidal risk, and both variables were negatively correlated at a statistically significant level (r=-.50; p<.01), between the well-being factor of trait emotional intelligence and suicidal risk. 3. In the third investigation, there was a prevalence of 68.1% with low self-esteem; likewise, in trait emotional intelligence, 37% were found in the very high percentile. Furthermore, a weak positive correlation was associated between total self-esteem and the emotionality factor (r=.27; p<.01). Likewise, a strong negative correlation was observed between total self-esteem and the Well-bieng factor of trait emotionality intelligence (r=-.70; p<.01). 4. In the fourth study, 58% of the sample obtained a high to very high trait emotional intelligence score; in addition, there was a slight prevalence of academic burnout (92.1%). Statistically significant correlations (`p<0.01) were observed between several factors. The Well-being factor presented a negative association with two dimensions of burnout; while the Emotionality factor was shown to be a risk for increased emotional exhaustion and depersonalization, but positively associated with personal fulfillment. Finally, the main conclusions derived from the articles were recorded as follows: 1. In the first investigation, a lower level of the well-being factor of trait emotional intelligence was reported and it was related to a higher level of suicidal risk. Trait intelligence began to act as a protective factor against suicidal risk in these students. Training centres should implement programs that promote the development of emotional intelligence as opposed to suicidal ideation. 2. In the second study; states that there is a strong and negative relationship between trait emotional intelligence and suicidal risk in nursing students after returning to face-to-face training. An increased suicide risk is observe compared to the pre-pandemic reference. Additionally, first-year students presented higher levels of suicidal risk. Emotional intelligence is considered a protective factor, so universities should be a source of training in emotional management, given that suicidal risk is usually present in this student body. 3. In the third investigation, there was a psychoemotional risk associated with low reported self-esteem and biosociodemographic factors. Trait emotional intelligence is considered a protective factor and influences self-esteem. Universities and academic teachers should be a source of training in emotional management, seeking to develop this construct as an important protective factor in these student at risk. 4. In the fourth study, there was a relationship between variables, two factors of trait emotional intelligence were associated with burnout. Universities and academics must act as promoters of emotional intelligence in order to reduce burnout. More research and caution is riquired when automatically concluding that higher levels of emotional intelligence are always better in any circumstance.