Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students

The Relationship between Emotional Intelligence and Perception of Job Performance among Nurses in North West of Iran

Emotional intelligence skills help nurses to cope with the emotional demands of healthcare environment. The aim of this study was to identify the relationship between emotional intelligence and perception of job performance among nurses. Using a correlational descriptive design with stratified random sampling, 338 registered nurses from teaching hospitals in North West of Iran were surveyed. Emotional intelligence and perception of job performance were measured using validated self-report measures. The collected data were analyzed through descriptive and inferential methods using SPSS/13. The mean of nurses' emotional intelligence and their perception of job performance was, respectively, 235.83 ± 37.98 and 157.63 ± 33.23. There was no significant relationship between nurses' emotional intelligence and their perception of job performance. Although there was a significant relationship between intrapersonal subscale of emotional intelligence and job performance, there was none with other subscales. In order to get rid of the physical and psychological effects of stressful work in wards, it seems that nurses just do routine activities and refuse working closely with the patients. It seems that fitting the patient to nurse ratio, dividing work between nurses, and supporting each other are necessary.

Does emotional intelligence change during medical school gross anatomy course? Correlations with students' performance and team cohesion

Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain.

Emotional variables, dropout and academic performance in Spanish nursing students

The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables. This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success.

An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review

The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby’s Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update

Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.

Perceptions of final-year nursing students on the facilities, resources and quality of education provided by schools in Turkey

The purpose of this study is to determine the perceptions of final-year nursing students regarding the adequacy of education, resources and internships in preparation for graduation. The study design was a descriptive cross-sectional study of nursing students (n: 1804) in their final year of education and questionnaires were used to collect data. Information related to student-to-instructor ratios and internships was obtained from each institution. Most students reported receiving instruction or supervision by lecturers and clinicians who did not specialise in the field. Overall, students did not find the facilities, educational or technological resources and the quality of education offered by their respective schools adequate. The proportion of students who found the level of theoretical education, clinical practice and instructor support adequate was higher in state university colleges of nursing/faculties of health sciences than in state university schools of health sciences.

The impact of emotional intelligence on work engagement of registered nurses: the mediating role of organisational justice

AIMS AND OBJECTIVES

To explore the impact of emotional intelligence and organisational justice on work engagement in Chinese nurses and to examine the mediating role of organisational justice to provide implications for promoting clinical nurses' work engagement.

BACKGROUND

The importance of work engagement on nurses' well-being and quality of care has been well documented. Work engagement is significantly predicted by job resources. However, little research has concentrated simultaneously on the influence of both personal and organisational resources on nurses' work engagement.

DESIGN

A descriptive, cross-sectional design was employed.

METHODS

A total of 511 nurses from four public hospitals were enrolled by multistage sampling. Data collection was undertaken using the Wong and Law Emotional Intelligence Scale, the Organizational Justice questionnaire and the Utrecht Work Engagement Scale-9. We analysed the data using structural equation modelling.

RESULTS

Emotional intelligence and organisational justice were significant predictors and they accounted for 44% of the variance in nurses' work engagement. Bootstrap estimation confirmed an indirect effect of emotional intelligence on work engagement via organisational justice.

CONCLUSIONS

Emotional intelligence and organisational justice positively predict work engagement and organisational justice partially mediates the relationship between emotional intelligence and work engagement.

RELEVANCE TO CLINICAL PRACTICE

Our study supports the idea that enhancing organisational justice can increase the impact of emotional intelligence. Managers should take into account the importance of emotional intelligence and perceptions of organisational justice in human resources management and apply targeted interventions to foster work engagement.

Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students

This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the nursing departments of two universities in South Korea. This study was a quasi-experimental one using a nonequivalent control group pre-posttest design. The experimental and control groups consisted of second-year nursing students who had taken a communication course. The experimental group included 45 students, and the control group included 42 students. The experimental group improved more significantly than the control group in communication competence and emotional intelligence. Using a video clip on a smart phone is helpful for communication teaching method.

Determinants of nursing competence of nursing students in Taiwan: the role of self-reflection and insight

BACKGROUND

A nursing practicum course is critical to strengthening the nursing competence of nursing students. Research has found that practice stress and coping behaviors can have either a negative or positive influence on the learning and practice performance of nursing students. Nevertheless, there are few evidence-based studies related to the relationship between self-reflection and insight and nursing competence in Taiwanese nursing students.

OBJECTIVE

To test the determinants and the effect of self-reflection and insight on nursing competence in nursing students during the first 2 months of their practice experience.

DESIGN

Cross-sectional and correlational research designs were employed.

METHODS

From September to November 2013, a total of 312 nursing students at a junior college in southern Taiwan served as participants in this study. Four questionnaires were used to collect data: Self-reflection and Insight Scale (SRIS), Perceived Stress Scale (PSS), Coping Behavior Inventory (CBI), and Holistic Nursing Competence Scale (HNCS). The research model was evaluated through structural equation modeling (SEM), with the use of the partial least squares (PLS) method.

RESULTS

Results indicated that self-reflection and insight, practice stress, and practice coping behavior were statistically significantly associated with nursing competence. In addition, self-reflection and insight were significantly and positively associated with practice coping behavior and negatively associated with practice stress. Students' coping behavior partially mediates the effect of self-reflection and stress on nursing competence. Overall, these variables explained 39.4% of the variance in these students' nursing competence.

CONCLUSION

Self-reflection and insight affected nursing competence during the practice period. These variables have not only had a direct influence on nursing competence but also an indirect effect through the mediating effect of coping behavior and stress.

Emotional intelligence levels in baccalaureate-prepared early career registered nurses

Objective:

The increasing complexity of the healthcare environment calls for increasing emotional intelligence (EI) competence in nurses. This study assessed the EI competence of 164 baccalaureate nursing alumni who graduated during the years 2007-2010 from three Benedictine institutions located in the Midwestern United States to see if there was growth of EI with experience as a registered nurse (RN), and to determine if age, gender, grade point average (GPA), and years of total healthcare work experience prior to graduation predicted EI.

Methods:

Participants completed the web-based Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and a demographic survey.

Results:

Findings indicated 79.4% of participants were competent or higher on the MSCEIT total EI score. Percentages of nurses scoring in the competent or higher range on each of the four branch scores of perceiving, using, understanding and managing emotions were 80.6%, 72.7%, 84.2%, and 84.9% respectively. There were no significant differences on EI scores between graduates with 1-2 years compared to 3-5 years of experience as a RN. Results of a linear stepwise regression indicated being female was a significant predictor on the MSCEIT total EI score (P = 0.015) and using emotions branch (P = 0.047). Findings also indicated GPA (P < 0.001) and being female (P = 0.023) were significant predictors of EI on the understanding emotions branch.

Conclusions:

The findings indicate there is work to be done to improve the EI competence of nursing graduates. Continued research on the topic of EI and nursing is needed to build the knowledge base on how to promote positive patient outcomes.

Emotional intelligence and clinical performance/retention of nursing students

Objective:

This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students.

Methods:

After approval by the university's Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI) instrument and a self-report survey of clinical competencies.

Results:

Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students.

Conclusions:

Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI a nontraditional intelligence measure relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well.

Frequency and predictors of courses repetition, probation, and delayed graduation in kashan faculty of nursing and midwifery

Background:

Course failing and delayed graduation are important concerns in educational systems. The reasons of these educational failures need to be clarified.

Objectives:

This study was designed to determine the academic failure rate and its predictors in Nursing and Midwifery Students in Kashan University of Medical Sciences.

Materials and Methods:

In this cross-sectional study, the records of all the students graduated in Nursing and Midwifery faculty during 18 years (1986 - 2003) were evaluated (1174 graduates). The demographic variables and the educational situation were recorded. The frequency of course repetition, probation, and delayed graduation were determined and the data were analyzed using the chi-square and logistic regression tests.

Results:

The frequency of course repetition, probation, and delayed graduation was reported to be 19.25%, 3.9% and 19.85%, respectively. Gaining Low grade in high school, transferring from other universities, having special quota, and transferring temporarily to other universities were mentioned as the risk factors of academic failure. The major had a significant relationship with academic failure. Day time students had more course failure and night time students stayed longer in the university.

Conclusions:

The individual characteristics, educational background and admission criteria had showed relation with academic failure. Vulnerable students should be identified and educational supports should be provided for these students.

Professionalism Score and Academic Performance in Osteopathic Medical Students

Context: During the first 2 years of osteopathic medical school, osteopathic manipulative medicine (OMM) courses use an objective professionalism score to measure student timeliness and appropriate dress for learning activities. Objective: To assess for correlations between this score and the numeric course grades of all first- and second-year basic science and clinical courses at a single osteopathic medical school. Methods: The professionalism scores obtained for each of the 7 quarters of the OMM course (2007-2012) were compared with the students' numeric final course grades and combined grade point average (GPA) of all courses in the corresponding quarter. Spearman correlation coefficients were used to determine the strength of the relationship between the professionalism score and the final course grades and the combined GPA. Results: The mean (SD) professionalism score was 98.6% (3.3%), and scores ranged from 23.1% to 100%. Excluding the OMM course, the professionalism score was positively correlated with 29% of first-year course grades and 65% of second-year course grades. The professionalism score was predictive of academic performance in 16 of 23 clinical courses with the highest correlation for Principles of Medicine and Dermatology (ρ=0.28 and ρ=0.25, respectively). The OMM professionalism score was positively associated with GPA for quarters 1, 6, and 7 (P=.006, P<.001, and P<.001, respectively). Professionalism scores were significantly lower in the second year (P<.001). Conclusion: Objective measures of professionalism correlated with academic performance in many first- and second-year osteopathic medical school courses, particularly clinical courses in the second-year curriculum. J Am Osteopath Assoc. 2014;114(11):850-859 doi: 10.7556/jaoa.2014.171

Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

BACKGROUND

It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students.

METHODS

We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant.

RESULTS

In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement.

CONCLUSION

It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students and this correlation is weak.