  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.
