Patrocinado por:
http://orcid.org/0000-0002-1291-231X
http://orcid.org/0000-0002-1291-231X
Número del Artículo
Vol. 6 Núm. 2 (2023)
ISSN: 2605-5295
Publicado: 2023-12-16
O enquadramento relativo à inteligência emocional e às respetivas competências tem evoluído ao longo do tempo. Na realidade esta evolução chega muito no sentido de simplificar, como o atestam os vários estudos recentemente efetuados sobre o cérebro e as emoções, que esclarecem, em muito, a base neurológica das competências (Silva, 2010). No decorrer dos últimos anos, é notório o interesse e a procura de uma definição de Inteligência Emocional (IE). Importa ressaltar que cada conceito emerge da abordagem teórica que a sustenta, cujas origens remontam à psicologia social e à inteligência pessoal (Costa, 2009). Podemos, no entanto, encontrar as raízes do construto da IE no conceito de “inteligência social”, identificado por Thorndike (1920), citado em Rego & Fernandes, 2005), baseado na capacidade de compreender e gerir, agindo sabiamente as relações humanas. Mayer, Salovey & Caruso (2000), citado em Ângelo, (2007), agrupam os modelos para a inteligência emocional em dois grandes grupos: os de aptidões, na linha de Mayer e Salovey, que se focam nas aptidões mentais, nas emoções e na sua interação com a inteligência, e os modelos mistos, na linha de Bar-On e na linha de Goleman, que consideram as aptidões mentais e uma variedade de outras características como a motivação, a atividade social e determinadas qualidades pessoais (autoestima, felicidade, empatia, entre outras) como uma entidade única. Este estudo procura identificar o modo como a Inteligência Emocional se relaciona com o sucesso profissional nos profissionais de enfermagem.
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