Emotional Skills and Nursing Training: A Study on Italian Students and a TRI-COM-Based Educational Model

Emotional competence is a crucial skill in nursing education, yet it remains underdeveloped in academic curricula. This study aims to (1) propose and preliminarily apply the TRI-COM model as a conceptual and educational framework to operationalize the definition of emotions within nursing contexts, and (2) explore the multidimensional structure of emotional competence among nursing students.

A cross-sectional study was conducted with 233 nursing students (M_age = 23.79, SD = 5.19) from various Italian universities, with 82.8% identifying as female. The participants completed an online questionnaire including the Toronto Alexithymia Scale (TAS-20) and the Jefferson Scale of Empathy-Health Profession Student (JSE-HPS) version. Descriptive statistics, t-test, ANOVA, and Pearson's correlation analyses were performed.

The overall mean TAS-20 score was 60.36 (SD = 11.22), which is close to the clinical threshold (cut-off = 61). The EOT subscale showed the highest mean (M = 26.48, SD = 3.16), suggesting a tendency toward externally oriented thinking. The mean JSE-HPS total score was 87.05 (SD = 7.88), with higher scores for Perspective Taking (M = 60.95, SD = 7.42) than Compassionate Care (M = 18.92, SD = 6.40). A significant gender difference was found in Perspective Taking (female: M = 61.54, male: M = 58.10; p = 0.007). The ANOVA results showed no significant differences in empathy across academic years, but the DIF subscale of TAS-20 showed a trend near significance (p = 0.053). Significant negative correlations were observed between age and TAS-20 scores (e.g., age-TAS-20 total: r = -0.23, p < 0.001).

The findings suggest a general tendency toward rationalization and emotional detachment among students, possibly as a coping strategy in emotionally demanding contexts. The TRI-COM model-an original pedagogical framework inspired by tripartite theories of emotion-was used as a conceptual lens, providing a preliminary framework to interpret emotional competence in nursing education. Further research is needed to validate its educational relevance and explore practical applications within curricula.