From leadership research to district action: Socio-emotional competency matrix in nursing education: undergraduate student perspectives

AI-assisted editorial implementation guide. Proposed district actions are separate from the original authors’ findings and recommendations. Independent peer review of this guide is not asserted.

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Evidence and transfer

Education-related source: verify which participants, institutions and outcomes were actually studied before district adoption. Source publication type: research-article. License and identity checks do not establish study quality or causality.

Original authors’ abstract, reproduced under the source license:

Objective to develop a socioemotional competency matrix proposal for undergraduate nursing students. Method this exploratory, descriptive study used a qualitative approach. Fifty-seven nursing students from a public higher education institution participated. Data were collected through focus groups and analyzed using inductive thematic analysis. Results six socioemotional competencies were identified: Assertive Communication, Receptivity, Adaptability, Teamwork, Emotional Intelligence, and Shared Leadership. Additionally, recognizing associated behaviors/attitudes enabled the construction of the matrix. Strategies for competency development were mentioned, such as teacher support, participation in academic leagues, research projects, and workshops as initiatives from graduate programs. Conclusion the socio-emotional competency matrix for nursing students should assist health care managers and training centers in designing competency-based educational projects. Highlights (1) The matrix should assist training centers in developing educational projects. (2) The matrix aims to address gaps in the training of future nurses. (3) The socio-emotional competency matrix for nursing contributes to qualification improvement.

Study methods

This is an exploratory, descriptive, qualitative study. The guidelines of the Consolidated Criteria for Reporting Qualitative Research (COREQ)(11) guided the writing of this article, derived from the conducted investigation.

Limitations

No passage was selected automatically. Inspect the complete source before adopting a practice.

A 90-day district inquiry

Days 1–15 · Appraise. Read the source methods, recruitment, comparator, outcomes and limitations. Record how the study setting differs from your district and which claim the design can support.
Days 16–30 · Design. Choose one school improvement question with teachers. Protect a short shared planning cycle, agree an instructional change and use a common rubric for examining student work. Agree participation, privacy protections, baseline and stopping rules before starting.
Days 31–60 · Observe. Collect the pre-agreed measures, keep a log of implementation changes and invite confidential voluntary feedback. Preserve existing support for staff and learners.
Days 61–90 · Decide. Review implementation fidelity, teacher time and independently scored student work against a recorded baseline. Examine access differences and competing explanations before attributing changes to leadership. Make a dated decision to stop, revise or extend the inquiry.

Board decision brief

Present the local problem, source setting, evidence limits, intervention, responsible owner, total cost, measured changes and uncertainty. Separate staff perceptions, implementation measures and student learning outcomes.

Attribution and reuse

Laura Andrian Leal; Silvia Helena Henriques; Paulo Jorge Marcos Cruchinho; Iasmin Gabrielli da Silva; Josué Souza Gleriano; Carolina Cassiano. Socio-emotional competency matrix in nursing education: undergraduate student perspectives. Revista Latino-Americana de Enfermagem (2025-02-17). https://doi.org/10.1590/1518-8345.7489.4482

Prepared 2026-11-07. Source authorship and DOI are preserved. The abstract and source passages are attributed extracts; this editorial guide is offered under the same CC BY 4.0 license.