Week 6
Lecture 6.1 Conceptualizing emotions in Q&S
Why emotions and quality improvement (QI)? Impact clinical performance and safety of patient care.
Care involves emotions. Learning involves emotions.
Emotions in QI: Practical tool: emotional intelligence, as a competence; Focus on negative emotions;
Focus on nurses and patients.
Defining emotions
Typology 1 – Ashkanasy.
Super-ordinate component Basic component Subordinate component
Positive Love Fondness, infatuation
Joy Bloss, contentment, pride
Negative Anger Annoyance, hostility, contempt, jealousy
Sadness Agony, grief, guilt, loneliness
Fear Horror, worry
Typology 2 – Jasper.
o Reflex emotions (fear, joy).
o Moods (feeling content, anxiety)
o Affective commitments or loyalties (love, hate, trust, contempt)
o Moral emotions (shame, guilt, pride)
o Emotional energy (excitement and enthusiasm generated in interaction rituals)
Three approaches to emotions:
Emotion as survival mechanism: neuro-physiological, evolutionary approach. Emotion as an
interaction of cognitive and non-cognitive neural systems – an intergration of innate, adaptive
subsystems, derived from evolutionary needs of survival. Descartes' error.
Emotion as individual trait: psychological approach (to emotions in QI). Emotions as a state that
fluctuates according to the situation.
o Emotion as outcome of patient safety (emotional impact of sentinel events,
professionals as second victim).
o Emotion as contributor to patient safety (clinical decision-making).
Emotion as social relation: sociological approach. Emotions as a bodily cooperation with an
image/thought/memory - a cooperation of which the individual is usually aware. People
interpret and manage their emotions in order to adapt to social expectations.
Emotional labour: the effort involved when employees regulate their emotional display in an attempt to
meet organizationally-based expectations specific to their roles.
Surface-acting (managing expression of emotions) and deep-acting (try to feel emotions you are
expected to feel).
Feeling rules (social guideline that directs how we want to try to feel). Display rules (how an emotion is
to be expressed). Framing rules (rules according to which we ascribe meanings to situations).
Lecture 6.1 Conceptualizing emotions in Q&S
Why emotions and quality improvement (QI)? Impact clinical performance and safety of patient care.
Care involves emotions. Learning involves emotions.
Emotions in QI: Practical tool: emotional intelligence, as a competence; Focus on negative emotions;
Focus on nurses and patients.
Defining emotions
Typology 1 – Ashkanasy.
Super-ordinate component Basic component Subordinate component
Positive Love Fondness, infatuation
Joy Bloss, contentment, pride
Negative Anger Annoyance, hostility, contempt, jealousy
Sadness Agony, grief, guilt, loneliness
Fear Horror, worry
Typology 2 – Jasper.
o Reflex emotions (fear, joy).
o Moods (feeling content, anxiety)
o Affective commitments or loyalties (love, hate, trust, contempt)
o Moral emotions (shame, guilt, pride)
o Emotional energy (excitement and enthusiasm generated in interaction rituals)
Three approaches to emotions:
Emotion as survival mechanism: neuro-physiological, evolutionary approach. Emotion as an
interaction of cognitive and non-cognitive neural systems – an intergration of innate, adaptive
subsystems, derived from evolutionary needs of survival. Descartes' error.
Emotion as individual trait: psychological approach (to emotions in QI). Emotions as a state that
fluctuates according to the situation.
o Emotion as outcome of patient safety (emotional impact of sentinel events,
professionals as second victim).
o Emotion as contributor to patient safety (clinical decision-making).
Emotion as social relation: sociological approach. Emotions as a bodily cooperation with an
image/thought/memory - a cooperation of which the individual is usually aware. People
interpret and manage their emotions in order to adapt to social expectations.
Emotional labour: the effort involved when employees regulate their emotional display in an attempt to
meet organizationally-based expectations specific to their roles.
Surface-acting (managing expression of emotions) and deep-acting (try to feel emotions you are
expected to feel).
Feeling rules (social guideline that directs how we want to try to feel). Display rules (how an emotion is
to be expressed). Framing rules (rules according to which we ascribe meanings to situations).
