Leading with Purpose: Integrating Emotional Intelligence, Simulation Innovation, and Curriculum Transformation to Advance Nursing Education

Celestial Dawn Hahn, MSN, RNC-OB, CCE
Doctoral Student, Ed.D. Interdisciplinary Leadership (Expected May 2026)
Texas Lutheran University

Abstract

Nursing education stands at a pivotal moment as faculty navigate the dual challenges of preparing bedside-ready graduates and meeting evolving accreditation and NCLEX requirements. Leadership rooted in emotional intelligence, transformational change, and evidence-based decision-making is essential to bridging the gap between classroom instruction and clinical practice. This manuscript explores the author’s leadership philosophy as a nurse educator and leader, drawing upon findings from a qualitative dissertation study on nursing students’ experiences with high-fidelity mannequin and human-actor simulations in maternal-child nursing education. The study revealed four major themes: therapeutic communication, cognitive load (hands-on assessment skills, and emotional intelligence—which collectively inform recommendations for curriculum redesign and hybrid simulation integration. The discussion highlights strategies for improving NCLEX readiness, developing resilient and emotionally intelligent nurses, and leveraging simulation design as a cornerstone of nursing education.

Introduction

Nursing education is undergoing a transformation as academic programs respond to workforce shortages, post-pandemic gaps in clinical preparedness, and the introduction of the Next Generation NCLEX (NGN). As faculty and leaders, the challenge is to design programs that prepare students to think critically, demonstrate clinical judgment, and transition seamlessly into professional practice. This paper articulates a leadership philosophy rooted in emotional intelligence, transformational leadership theory, and a commitment to educational innovation. It integrates findings from a qualitative dissertation study exploring nursing students’ experiences with mannequin-based and human-actor simulation in maternal-child scenarios, presenting a model for curriculum change that enhances NCLEX readiness and produces confident, competent nurses.

Literature Review / Background

Simulation-based education (SBE) has become a cornerstone of nursing curricula worldwide, offering students a safe, structured environment to develop psychomotor skills, apply theoretical knowledge, and practice decision-making. The NLN Jeffries Simulation Theory (Jeffries, 2022) underscores the importance of fidelity, debriefing, and facilitator expertise in maximizing learning outcomes. Research supports that high-fidelity simulation improves student engagement, knowledge retention, and clinical judgment (Cant & Cooper, 2017). However, mannequin-based simulation may lack the emotional and relational realism that human-actor simulation provides (Harder, 2020). Emotional intelligence (EI) is also increasingly recognized as a critical skill for nurses, influencing therapeutic communication, teamwork, and patient safety (Fernandez et al., 2020). Leaders who model EI and integrate its principles into curriculum design create environments where students feel psychologically safe, enabling deeper learning and professional growth. Finally, the transition to NGN has placed new demands on faculty to incorporate unfolding case studies, complex clinical judgment scenarios, and higher-order reasoning questions into the curriculum (NCSBN, 2023). This change requires educators to rethink assessment and teaching methods, leveraging simulation to help students develop the cognitive skills required for safe practice.

Methods / Approach

The dissertation employed a qualitative, interpretive phenomenological approach to explore the lived experiences of 16 baccalaureate nursing students who participated in both mannequin-based and human-actor maternal-child simulations. Data collection included direct observation, focus group interviews, individual debriefs, and written reflections. Braun and Clarke’s (2021) six-phase thematic analysis method was used to code, categorize, and interpret data. Trustworthiness was ensured through triangulation, member checking, and reflexive journaling.

Findings / Results

Four primary themes emerged:
1. Realism Matters: Students perceived human-actor simulations as more emotionally engaging and realistic, enhancing immersion and retention.
2. Therapeutic Communication Skills: Actor-based scenarios allowed students to practice and refine communication with patients and families, a critical competency for NCLEX and clinical practice.
3. Cognitive Load & Performance Anxiety: Some students experienced increased stress in live-actor simulations, highlighting the need for pre-briefing and psychological safety.
4. Emotional Intelligence Development: Exposure to human-actor simulations promoted empathy, situational awareness, and self-regulation—hallmarks of EI that correlate with clinical judgment.

Discussion / Implications for Practice

The findings have significant implications for curriculum design, faculty development, and leadership strategy. Hybrid simulation models—integrating both high-fidelity mannequins for technical skills and human actors for communication and emotional intelligence practice—offer the most comprehensive learning experience. Pre-briefing strategies and structured debriefing, grounded in Kolb’s Experiential Learning Theory, can mitigate performance anxiety and promote reflective learning.

From a leadership perspective, implementing these changes requires transformational leadership: articulating a compelling vision, aligning stakeholders, and supporting faculty through change (Bass & Riggio, 2006). The author’s leadership philosophy centers on empowering students and colleagues to grow through challenge, fostering a culture of curiosity, compassion, and excellence.

NCLEX readiness is directly supported by integrating simulation scenarios that mimic NGN-style case studies, train students in clinical judgment, and provide iterative feedback. By aligning curricular outcomes with QSEN competencies and AACN Essentials (2021), programs can ensure graduates meet the evolving demands of healthcare practice.

Conclusion & Recommendations

Effective nursing leadership requires a balance of science and art, intellect and compassion. By leading with emotional intelligence, innovating in simulation design, and driving curriculum transformation, nurse leaders can produce graduates who are not only technically competent but also emotionally attuned, resilient, and practice-ready.

Recommendations:
– Expand hybrid simulation use across maternal-child and other high-acuity areas.
– Incorporate EI training and reflection exercises into simulation debriefings.
– Use NGN-aligned case studies and unfolding scenarios to improve clinical judgment skills.
– Provide faculty development in simulation facilitation, debriefing, and EI coaching.
– Continue research on the impact of hybrid simulation on NCLEX outcomes and transition-to-practice success.

References

American Association of Colleges of Nursing (AACN). (2021). The Essentials: Core competencies for professional nursing education.

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352.

Cant, R., & Cooper, S. (2017). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing, 66(1), 3–15.

Fernandez, R., et al. (2020). Emotional intelligence in nursing: A concept review. Nurse Education Today, 94, 104583.

Harder, N. (2020). Hybrid simulation: Integrating standardized patients and manikins. Clinical Simulation in Nursing, 39, 1–3.

National Council of State Boards of Nursing (NCSBN). (2023). Next Generation NCLEX®: Test design and item development.