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Electronics Conference – NAECON 1988, Dayton, USA, pp. 789-795. [8] Fletcher, G., Flin, R and Mcgeorge, P. (2003b) Interview study to identify anaesthetists’ non-technical skills. University of Aberdeen SCPMDE Project: RDNES/991/C. [9] West, M. (2012) Effective Teamwork, Practical lessons from organizational research. BPS Blackwell. [10] Cohen, S. G. and Baily, D. E. (1997) What makes teams work? Group effectiveness research from the shop floor to the executive suite. Journal of Management, 23, pp. 239-90. [11] CAA (2003) Aviation Maintenance Human Factors (EASA/JAR145

, Fraser J, Heikkinen A-M, Kauko M, Mäkinen J, Puistola U, Sjöberg J, Tomas E, Härkki P. FINHYST 2006 - national prospective 1-year survey of 5279 hysterectomies. Hum Reprod 2009; 24: 2515-2522. 12. Gawande A. Complications: a surgeon’s notes on an imperfect science. Metropolitan Books, 2002: 288. 13. Yule S, Flin R, Paterson-Brown S, Maran N. Non-technical skills for surgeons: a review of the literature. Surgery 2006; 139: 140-149. 14. Sveriges läkarförbunds och Sveska Läkaresällskapetsstiftelse för utbildningskvalitet (SPUR). Site Visit - Quality Assurance in


Aim. The theory of emotional intelligence provides a framework to think about all of the non-technical skills you need in order to be a good nurse. It’s often described as the potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand, and explain emotions. The aim of the study was to determine the level of total global Emotional Intelligence among undergraduate students of nursing and also to check the influence of factors (the year of study, type of completed high school education) on Emotional Intelligence.

Methods. The study involved together 86 university students of nursing (average age 21.7±1.4; 96.5% females). We used the standardized questionnaire Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF).

Results. The results show a higher level scores achieved by nursing students in all areas EI except Self-control compared to a population norm. Students who have completed non-health’s education achieved higher level scores of Emotionality (p ≤ 0.05).

Conclusions. EI abilities are essential for the profession of nursing in both educational and clinical practice. Examination of the role of education and the development of EI abilities in student nurses are needed to support this foundation of EI research.

. (2009). Why emotional intelligence should matter to management: A survey of the literature. SAM Advanced Management Journal, 74(2), 32-41. Willems, A., Waxman, B., Bacon, A. K., Smith, J., & Kitto, S. (2013). Interprofessional non- technical skills for surgeons in disaster response: A literature review. Journal of Interprofessional Care, 27(5), 380.

, Philips A. Why do people sue doctors?: a study of patients and relatives taking legal action. Lancet 1994; 343: 1609-13. 8. Anon. Non technical skills for surgeons. Dostopno na:: http://www. notss. 9. Malling B, Bonderup T, Mortensen L, Ringsted C, Scherpbier A. Effects of multi source feedback on developmental plans for leaders of postgraduate medical education. Med Educ 2009; 43: 159-67. 10. Anseel F, Yperen NWV, Janssen O, Duyck W. Feedback type as a moderator of the relationship between achievement goals and feedback reactions. Work 2011; 84: 703

:// Jackson D. & Chapman, E. (2012). Non-technical skill gaps in Australian business graduates. Education and Training , 54(2), 95 - 113. Jing, Q. & Hoon, Ch. (2010). IT Certifications, Outsourcing and Information Systems Personnel Turnover, Information Technology and People , 23(4), 330 - 351, Joseph, D., Ng, K.-Y., Koh, C. & Ang, S. (2007). Turnover of information technology professionals: a narrative review, metaanalytic structural equation modeling, and model development, MIS Quarterly , 31: 547-577. Kunstova, R. (2011

) of the Royal College of Anesthesiologists of Thailand J Med Assoc Thai. 2007 90 1853 9 9 Benn J, Koutantji M, Wallace L, Spurgeon P, Rejman M, Healey A, et al. Feedback from incident reporting: information and action to improve patient safety. Qual Saf Health Care. 2009; 18:11-21. 19204126 10.1136/qshc.2007.024166 Benn J Koutantji M Wallace L Spurgeon P Rejman M Healey A Feedback from incident reporting: information and action to improve patient safety Qual Saf Health Care. 2009 18 11 21 10 Flin R, Patey R, Glavin R, Maran N. Anaesthetists’ non-technical skills. Br

situation requires knowledge, technical skills, and non-technical skills, all of which should be assessed with behavioral observation [ 17 ]. We used MCQs to evaluate participants’ cognitive knowledge instead of simulation because of the different exposures to difficult airway scenarios in the three groups. Furthermore, the mentor system was involved in every process. This study demonstrated the ability of residents to teach with significant assistance. The four different mentors in this study might have created variability in the coaching system. Two T groups to one

is an area where competence development is the most important. Professional skills, which are at a low level in the case of the existing staff, are the interpretation for the company to create new conditions for them which will increase them. However, newly hired employees are required to highly master these competences (e.g.: IT infrastructure, Automation technology, Data analytics, Data security/communications security, Development or application of assistance systems, Collaboration software, Non-technical skills such as systems thinking and process