During nursing studies, it is crucial to develop emotional skills for both academic success and quality patient care. Utilizing technologies like thermography can be instrumental in nursing education to assess and enhance these skills. The study aims to evaluate the effectiveness of thermography in monitoring and improving the emotional skills of nursing students through a case study approach. The case study involved exposing a student to various emotional stimuli, including videos and music, and measuring facial temperature changes. These changes were recorded using a FLIR E6 camera across three phases: acclimatization, stimulus, and response. Environmental factors such as temperature and humidity were also recorded. Distinct thermal responses were observed for different emotions. For instance, during the acclimatization phase with video stimuli, forehead temperatures varied between positive emotions (joy: 34.5\textdegree C to 34.5\textdegree C) and negative emotions (anger: 36.1\textdegree C to 35.1\textdegree C). However, there was a uniform change in temperature during both stimulus (joy: 34.7\textdegree C to 35.0\textdegree C, anger: 35.0\textdegree C to 35.0\textdegree C) and response phases (joy: 35.0\textdegree C to 35.0\textdegree C, anger: 34.8\textdegree C to 35.0\textdegree C). Music stimuli also induced varying thermal patterns (joy: 34.2\textdegree C to 33.9\textdegree C to 33.4\textdegree C, anger: 33.8\textdegree C to 33.4\textdegree C to 33.8\textdegree C).Thermography revealed consistent thermal patterns in response to emotional stimuli, with the exception of the nose area, suggesting its suitability as a non-invasive, quantifiable, and accessible method for emotional skill training in nursing education.

翻译：在护理专业学习中，培养情绪技能对学业成功与优质患者护理至关重要。利用热成像技术等工具可在护理教育中辅助评估并强化这些技能。本研究旨在通过案例研究法，探索热成像技术在监测与提升护理专业学生情绪技能方面的有效性。案例研究中，研究者向一名学生呈现包含视频与音乐在内的多种情绪刺激，并测量其面部温度变化。使用FLIR E6型热成像相机，分三个阶段（适应、刺激、反应）记录温度变化，同时采集环境温湿度数据。不同情绪引发各异的热响应模式：例如，在视频刺激的适应阶段，前额温度在积极情绪（喜悦：34.5°C至34.5°C）与消极情绪（愤怒：36.1°C至35.1°C）间存在差异；然而在刺激阶段（喜悦：34.7°C至35.0°C，愤怒：35.0°C至35.0°C）与反应阶段（喜悦：35.0°C至35.0°C，愤怒：34.8°C至35.0°C），温度变化趋于一致。音乐刺激亦引发差异化热模式（喜悦：34.2°C至33.9°C至33.4°C，愤怒：33.8°C至33.4°C至33.8°C）。热成像显示，除鼻部区域外，情绪刺激可诱发一致的热响应模式，表明该技术可作为护理教育中情绪技能训练的一种非侵入性、可量化且易获取的评估方法。