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D024 Professional Presence and Influencerev.docx D024 D024 Professional Presence and Influence AIM2 Task 1 Establishing Professional Presence to Promote a Healthy Work Environment Western Governor s University C1.Social and Emotional Intelligence Skills to Handle Difficult Work Situations and Implement Joy in Work Emotional intelligence defines how individuals, in their sole capacity, implement a comprehension of their emotions, control or manage them positively. By intending to sustain a stress-free existence and coexistence with others, communicating better, managing conflicts and conflicting situations (Başoğul & Özgür, 2016), and empathizing with other people. As outlined the 21st Century is marked with constant changes within organizational structures; hence leaders within the ambits of those leaderships are tasked with implementing changes. (Mohammed, 2018). Notably, such changes often evoke much emotional discomfort because people do not like being dragged out of their comfort zones. It thus is suggested that as the leaders attempt to bring forth and implement such changes, they must be armed with emotional intelligence skills that will help them maneuver such difficulties and still implement the much-desired changes. Like other fields, the healthcare industry has various challenges requiring social and emotional intelligence to address. Advanced professional nurses may face difficult workplace situations that may require them to invoke the relevance of social and emotional intelligence. Such situations m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . Show Less
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