Introduction: Clinical supervision in nursing is an essential strategy for professional development and the promotion of reflective practices, especially when developed among peers. Emotional competencies are particularly relevant in this process, given the relational and emotional complexity inherent in clinical practice. Objective: To map the emotional competencies described in the literature in the context of clinical supervision among nursing peers. Methods: Scoping review conducted according to the guidelines of the Joanna Briggs Institute. It sought to answer the following question: What are the emotional competencies attributed to nurses in the context of peer clinical supervision? The search was conducted in the CINAHL® Plus with Full Text, MedicLatina, Nursing & Allied Health Collection (via EBSCOhost®), PubMed®, and MEDLINE (via PubMed®) databases and grey literature, including studies in English, Portuguese, and Spanish, available in full text. The data were synthesised descriptively, and the emotional competencies organised according to Goleman's emotional intelligence model. Results: Eleven studies were included. Emotional competencies relevant to clinical peer supervision, according to Goleman's model, include empathy, effective communication, resilience, self-awareness, emotional intelligence, self-confidence, leadership, and autonomy, integrating the overall picture of emotional intelligence. Conclusion: The mapped emotional competencies allow us to understand how nurses mobilise emotional and relational dimensions in clinical peer supervision. The results highlight the need for further research into the role of these competencies in supervisory practice and the processes that support their development in different clinical contexts.
Silva et al. (Thu,) studied this question.