Resilience, Self-Awareness, Emotional Intelligence and Their Significance in Training Nurses

RESILIENCE, SELF-AWARENESS, EMOTIONAL INTELLIGENCE AND THEIR SIGNIFICANCE IN TRAINING NURSES
Name of Student
Course
Name of Professor
University
Date
Resilience, Self-awareness, Emotional Intelligence and their Significance in Training Nurses
In the constantly evolving healthcare service setting, nurses' personal and professional attributions are increasingly becoming more complicated and demanding (Leigh et al., 2019). For this reason and beyond technical competency, student nurses should possess an extra skill set of personal qualities to thrive in this discipline. Some key and most applicable individual character traits evident in successful nurses are their mastery of resilience, remarkable emotional intelligence, and self-awareness (Nursing and Midwifery Council, 2018). These abilities, the cornerstones of professionalism, support efficient patient care and nurses' general success and flexibility in a dynamic healthcare setting. Therefore, the following essay examines the critical role that resilience, emotional intelligence, and self-awareness play as essential qualities for aspiring nurses.
For nurse trainees, resilience plays a significant role in obtaining the utmost professionalism. Resilience refers to the process and result of effectively conforming to trying or demanding situations in life, particularly regarding behavioral, emotional, and mental flexibility and adjusting to internal and external challenges (Heshmat, 2020). Also, from already published literature reviews, it is notable that there are numerous definitions of resilience in nursing. However, despite using slightly different supportive terminology, they are all not universally agreed upon. Notwithstanding, there is developing proof that resilience is a contextual and dynamic process rather than a passive or naturally obtained trait (Grant and Kinman, 2013). University nursing students face greater vulnerability to academic stress than students in other fields. Some of the most common academic stressors that nursing students undergo and need resilience to overcome include the following. 
Firstly, nursing training programs entail an extensive and rigorous curriculum teaching various courses, such as anatomy, physiology, and other clinical skills. Combining theory and practical clinical experience puts pressure on nursing students to acquire a variety of abilities at the same time (Leigh et al., 2019). Secondly, contrary to other academic disciplines, practicing nursing entails lengthy clinical assignments where students apply their theoretical knowledge in healthcare settings. It can be challenging for students to make this changeover from the classroom to the clinical setting since they must display efficiency in their abilities and handle demanding patient care settings with utmost professionalism (Grant and Kinman, 2013). Finally, in clinical settings, nursing students frequently observe and participate in emotionally intense events such as exposure to communicable illness, patient suffering, and occasional life-and-death cases (Thomas and Revell, 2016). Exposure to such scenarios makes nursing trainees