Thermal Infrared Imaging to Evaluate Emotional Competences in Nursing Students: A First Approach through a Case Study.
Identifieur interne : 000122 ( Main/Exploration ); précédent : 000121; suivant : 000123Thermal Infrared Imaging to Evaluate Emotional Competences in Nursing Students: A First Approach through a Case Study.
Auteurs : Pilar Marqués-Sánchez [Espagne] ; Cristina Liébana-Presa [Espagne] ; José Alberto Benítez-Andrades [Espagne] ; Raquel Gundín-Gallego [Espagne] ; Lorena Álvarez-Barrio [Espagne] ; Pablo Rodríguez-Gonzálvez [Espagne]Source :
- Sensors (Basel, Switzerland) [ 1424-8220 ] ; 2020.
Descripteurs français
- KwdFr :
- MESH :
- méthodes : Enseignement infirmier, Thermographie.
- physiologie : Émotions.
- psychologie : Élève infirmier.
- Adulte, Femelle, Humains.
English descriptors
- KwdEn :
- MESH :
- methods : Education, Nursing, Thermography.
- physiology : Emotions.
- psychology : Students, Nursing.
- Adult, Female, Humans.
Abstract
During university studies of nursing, it is important to develop emotional skills for their impact on academic performance and the quality of patient care. Thermography is a technology that could be applied during nursing training to evaluate emotional skills. The objective is to evaluate the effect of thermography as the tool for monitoring and improving emotional skills in student nurses through a case study. The student was subjected to different emotions. The stimuli applied were video and music. The process consisted of measuring the facial temperatures during each emotion and stimulus in three phases: acclimatization, stimulus, and response. Thermographic data acquisition was performed with an FLIR E6 camera. The analysis was complemented with the environmental data (temperature and humidity). With the video stimulus, the start and final forehead temperature from testing phases, showed a different behavior between the positive (joy: 34.5 °C-34.5 °C) and negative (anger: 36.1 °C-35.1 °C) emotions during the acclimatization phase, different from the increase experienced in the stimulus (joy: 34.7 °C-35.0 °C and anger: 35.0 °C-35.0 °C) and response phases (joy: 35.0 °C-35.0 °C and anger: 34.8 °C-35.0 °C). With the music stimulus, the emotions showed different patterns in each phase (joy: 34.2 °C-33.9 °C-33.4 °C and anger: 33.8 °C-33.4 °C-33.8 °C). Whenever the subject is exposed to a stimulus, there is a thermal bodily response. All of the facial areas follow a common thermal pattern in response to the stimulus, with the exception of the nose. Thermography is a technique suitable for the stimulation practices in emotional skills, given that it is non-invasive, it is quantifiable, and easy to access.
DOI: 10.3390/s20092502
PubMed: 32354094
PubMed Central: PMC7248891
Affiliations:
Links toward previous steps (curation, corpus...)
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xml:lang="en"><term>Adult (MeSH)</term><term>Education, Nursing (methods)</term><term>Emotions (physiology)</term><term>Female (MeSH)</term><term>Humans (MeSH)</term><term>Students, Nursing (psychology)</term><term>Thermography (methods)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adulte (MeSH)</term><term>Enseignement infirmier (méthodes)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Thermographie (méthodes)</term><term>Élève infirmier (psychologie)</term><term>Émotions (physiologie)</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Education, Nursing</term><term>Thermography</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Enseignement infirmier</term><term>Thermographie</term></keywords><keywords scheme="MESH" qualifier="physiologie" xml:lang="fr"><term>Émotions</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Emotions</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Élève infirmier</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students, Nursing</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Adult</term><term>Female</term><term>Humans</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adulte</term><term>Femelle</term><term>Humains</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">During university studies of nursing, it is important to develop emotional skills for their impact on academic performance and the quality of patient care. Thermography is a technology that could be applied during nursing training to evaluate emotional skills. The objective is to evaluate the effect of thermography as the tool for monitoring and improving emotional skills in student nurses through a case study. The student was subjected to different emotions. The stimuli applied were video and music. The process consisted of measuring the facial temperatures during each emotion and stimulus in three phases: acclimatization, stimulus, and response. Thermographic data acquisition was performed with an FLIR E6 camera. The analysis was complemented with the environmental data (temperature and humidity). With the video stimulus, the start and final forehead temperature from testing phases, showed a different behavior between the positive (joy: 34.5 °C-34.5 °C) and negative (anger: 36.1 °C-35.1 °C) emotions during the acclimatization phase, different from the increase experienced in the stimulus (joy: 34.7 °C-35.0 °C and anger: 35.0 °C-35.0 °C) and response phases (joy: 35.0 °C-35.0 °C and anger: 34.8 °C-35.0 °C). With the music stimulus, the emotions showed different patterns in each phase (joy: 34.2 °C-33.9 °C-33.4 °C and anger: 33.8 °C-33.4 °C-33.8 °C). Whenever the subject is exposed to a stimulus, there is a thermal bodily response. All of the facial areas follow a common thermal pattern in response to the stimulus, with the exception of the nose. Thermography is a technique suitable for the stimulation practices in emotional skills, given that it is non-invasive, it is quantifiable, and easy to access.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">32354094</PMID><DateCompleted><Year>2021</Year><Month>02</Month><Day>04</Day></DateCompleted><DateRevised><Year>2021</Year><Month>02</Month><Day>04</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1424-8220</ISSN><JournalIssue CitedMedium="Internet"><Volume>20</Volume><Issue>9</Issue><PubDate><Year>2020</Year><Month>Apr</Month><Day>28</Day></PubDate></JournalIssue><Title>Sensors (Basel, Switzerland)</Title><ISOAbbreviation>Sensors (Basel)</ISOAbbreviation></Journal><ArticleTitle>Thermal Infrared Imaging to Evaluate Emotional Competences in Nursing Students: A First Approach through a Case Study.</ArticleTitle><ELocationID EIdType="pii" ValidYN="Y">E2502</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.3390/s20092502</ELocationID><Abstract><AbstractText>During university studies of nursing, it is important to develop emotional skills for their impact on academic performance and the quality of patient care. Thermography is a technology that could be applied during nursing training to evaluate emotional skills. The objective is to evaluate the effect of thermography as the tool for monitoring and improving emotional skills in student nurses through a case study. The student was subjected to different emotions. The stimuli applied were video and music. The process consisted of measuring the facial temperatures during each emotion and stimulus in three phases: acclimatization, stimulus, and response. Thermographic data acquisition was performed with an FLIR E6 camera. The analysis was complemented with the environmental data (temperature and humidity). With the video stimulus, the start and final forehead temperature from testing phases, showed a different behavior between the positive (joy: 34.5 °C-34.5 °C) and negative (anger: 36.1 °C-35.1 °C) emotions during the acclimatization phase, different from the increase experienced in the stimulus (joy: 34.7 °C-35.0 °C and anger: 35.0 °C-35.0 °C) and response phases (joy: 35.0 °C-35.0 °C and anger: 34.8 °C-35.0 °C). With the music stimulus, the emotions showed different patterns in each phase (joy: 34.2 °C-33.9 °C-33.4 °C and anger: 33.8 °C-33.4 °C-33.8 °C). Whenever the subject is exposed to a stimulus, there is a thermal bodily response. All of the facial areas follow a common thermal pattern in response to the stimulus, with the exception of the nose. Thermography is a technique suitable for the stimulation practices in emotional skills, given that it is non-invasive, it is quantifiable, and easy to access.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Marqués-Sánchez</LastName><ForeName>Pilar</ForeName><Initials>P</Initials><Identifier Source="ORCID">0000-0002-1304-1552</Identifier><AffiliationInfo><Affiliation>SALBIS Research Group, Faculty of Health Sciences, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Liébana-Presa</LastName><ForeName>Cristina</ForeName><Initials>C</Initials><Identifier Source="ORCID">0000-0003-1272-3014</Identifier><AffiliationInfo><Affiliation>SALBIS Research Group, Faculty of Health Sciences, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Benítez-Andrades</LastName><ForeName>José Alberto</ForeName><Initials>JA</Initials><Identifier Source="ORCID">0000-0002-4450-349X</Identifier><AffiliationInfo><Affiliation>SALBIS Research Group, Department of Electric, Systems and Automatics Engineering, University of León, 24071 León, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Gundín-Gallego</LastName><ForeName>Raquel</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Bierzo Hospital, 24401 Ponferrada, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Álvarez-Barrio</LastName><ForeName>Lorena</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Department of Nursing and Physiotherapy, Faculty of Health Sciences, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Rodríguez-Gonzálvez</LastName><ForeName>Pablo</ForeName><Initials>P</Initials><AffiliationInfo><Affiliation>Department of Mining, Surveying and Structure, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D002363">Case Reports</PublicationType><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>04</Month><Day>28</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Sensors (Basel)</MedlineTA><NlmUniqueID>101204366</NlmUniqueID><ISSNLinking>1424-8220</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000328" MajorTopicYN="N">Adult</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D004506" MajorTopicYN="N">Education, Nursing</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D004644" 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sort="Gundin Gallego, Raquel" uniqKey="Gundin Gallego R" first="Raquel" last="Gundín-Gallego">Raquel Gundín-Gallego</name><name sortKey="Liebana Presa, Cristina" sort="Liebana Presa, Cristina" uniqKey="Liebana Presa C" first="Cristina" last="Liébana-Presa">Cristina Liébana-Presa</name><name sortKey="Rodriguez Gonzalvez, Pablo" sort="Rodriguez Gonzalvez, Pablo" uniqKey="Rodriguez Gonzalvez P" first="Pablo" last="Rodríguez-Gonzálvez">Pablo Rodríguez-Gonzálvez</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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