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Developing emotional competence in health education student


KeywordsTriple Keywords
Subject (Philosophy)
Concept formation
Human intelligence
Human emotions
Context (Linguistics)
Grammar, Comparative and general--Context
Situation (Linguistics)
Hygiene--Study and teaching
Health education
Health--Study and teaching
Tension (Psychology)
Psychological stress
Stress (Psychology)
Emotional stress
Mental stress
Number concept
Populations, Human
Population growth
Human populations
Human population
Job training
Vocational training
Occupational training
Manpower development and training
Manpower training programs
Notions (Philosophy)


The relationship between stress and health have been the subject of a great deal of research, particularly with students in health training. Indeed, expectations of the university can generate stress and have harmful consequences on the physical and mental health of students (e.g., sleep problems, depression, eating disorders, risky behaviour, poor lifestyle, etc.). Recognised as being particularly demanding and stressful, these courses have the particularity of confronting students with clinical sources of stress in addition to the academic sources of stress that can be encountered by any student. However, there is little training content that enables students to learn how to cope with these difficulties. It is therefore essential to prepare students to adapt to the complex work environment in which they will evolve professionally by providing them with tools and knowledge, particularly on the psychological and emotional level. For this, the concept of emotional intelligence seems relevant. Indeed, the acquisition of intra- and interpersonal skills such as the management, identification or expression of emotions is essential and a vector of well-being at work. It therefore seems obvious to us that the acquisition of these skills could find its place within health training. Furthermore, so-called active teaching methods, which involve the student in reflecting and adapting to real situations, seem more effective and could be relevant, particularly for the acquisition of these emotional skills. In this context, activities such as simulation or physical activity seem to be relevant tools to be used in order to put the students' emotions to work. Moreover, several studies have highlighted the psychological and emotional benefits of these activities. However, research in this area remains rather underdeveloped and the intervention modalities quite different (i.e. short programs based on lectures or interviews, or long programs based on theory and practice). Thus, this doctoral thesis aims to demonstrate the influence of interventional programs on the EI level of students enrolled in health training. The research consists of comparing different intervention programs to determine the most effective modalities for their inclusion in the training.

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