A cross-sectional study of emotional intelligence in baccalaureate nursing students

Relationship Between Emotional Intelligence and Self-Esteem among Nursing Students

Introduction

Nursing students must be able to detect the standpoints and demands of various sorts of individuals, as well as be competent in taking into account individual emotional reactions, self-confidence, stress management, and social role promotion.

Objective

The purpose of this study was to assess the relationship between emotional intelligence and self-esteem among fourth-year nursing students.

Methods

The study was a cross-sectional study. Data were collected from 225 nursing students through a convenience sampling method in spring 2023 at Arab American University. The instruments of the study included "Schutte Self Report Emotional Intelligence Test" and the "Rosenberg self-esteem scale."

Results

The analysis indicated that the emotional intelligence mean was 151.3 ± 1.9 (ranging from 33 to 165), which is high. Also, the analysis indicated that the self-esteem of the nursing students was high 24.3 ± 3.5 (ranging from 0 to 30). Furthermore, the analysis showed that there was a moderately positive relationship between nurses' emotional intelligence and self-esteem.

Conclusion

The emotional intelligence and self-esteem among fourth-year nursing students were high. Also, self-esteem was found to have a moderately positive relationship with emotional intelligence and utilizing emotions.

Hemşirelik Öğrencilerinde Duygusal Zekâ, Eleştirel Düşünme ve Klinik Karar Verme Düzeylerinin İncelenmesi

Amaç: Bu araştırma, hemşirelik öğrencilerinde duygusal zekânın eleştirel düşünme ve klinik karar verme düzeyleri ile ilişkisini belirlemek amacıyla kesitsel, tanımlayıcı ve ilişki arayıcı olarak yapılmıştır.Yöntem: Araştırma, Ocak-Şubat 2020’de yüz yüze ortamda gerçekleştirilmiştir. Bir Vakıf Üniversitesi Hemşirelik bölümünde okuyan ve araştırmaya katılmayı kabul eden 187 öğrenci çalışmanın örneklemini oluşturmuştur. Veriler, araştırmacılar tarafından oluşturulan Bilgi Formu, Schutte Duygusal Zekâ Ölçeği, Kaliforniya Eleştirel Düşünme Eğilimi Ölçeği ve Hemşirelikte Klinik Karar Verme Ölçeği kullanılarak toplanmıştır. Veriler; tanımlayıcı istatistiksel yöntemler, bağımsız gruplarda t testi, Anova testi ve Pearson korelasyon testi kullanılarak değerlendirilmiştir.Bulgular: Araştırmaya katılan öğrencilerin %91,4'ü kadın, %8,6'sı erkek ve yaş ortalaması 20,93±1,26’dır. Katılımcıların ölçek toplam puan ortalamaları sırasıyla duygusal zekâ 142,76±18,18 eleştirel düşünme 195,21±26,15 ve klinik karar verme 96,60±19,94’tür. Katılımcıların duygusal zeka toplam puanı ile eleştirel düşünme eğilimi alt boyutları olan analitik olmak (r=0,278), açık fikirlilik (r=0,386), meraklılık (r=0,293), kendine güven (r=0,293), doğruyu arama (r=0,275), sistematiklik (r=0,329), klinik karar verme toplam puanı (r=0,728) ve alt boyutları olan seçenek ve fikirleri araştırmak (r=0,732), amaçları ve değerleri soruşturmak (r=0,544), sonuçları değerlendirmek (r=0,676), bilgiyi araştırmak ve yeni bilgiyi tarafsız olarak benimsemek (r=588) puanları arasında pozitif bir korelasyon tespit edilmiştir (p<0,05).Sonuç: Araştırma bulguları, öğrencilerin akademik yılı arttıkça duygusal zekâ puan ortalamalarının arttığını, eleştirel düşünme puanlarının ortalamanın üzerinde olduğunu ve ancak klinik karar verme puanlarının ortalamanın altında olduğunu göstermiştir. Hemşirelik öğrencilerinde duygusal zekâ gelişiminin sağlanması, aynı zamanda temel yeterlilikler olan eleştirel düşünme ve klinik karar verme becerilerinin arttırılmasına katkı sağlayabileceği düşünülmektedir. Bu nedenle duygusal zekâyı geliştirmek için öğretim yöntem ve tekniklerinin kullanılması önerilir. 

Mediating Role of Emotional Intelligence in the Relationship between Anxiety Sensitivity and Academic Burnout in Adolescents

(1) Background: Increased stress and study overload during adolescence could be related to academic burnout. Anxiety sensitivity of students seems to affect burnout levels, while emotional intelligence enables emotion management under stressful conditions. The objective of this study is to analyze the roles of anxiety sensitivity and emotional intelligence in academic burnout. (2) Methods: In this quantitative cross-sectional study conducted in Spain, the sample comprised 1287 high school students aged 14 to 18 who filled out the Maslach Burnout Inventory-General Survey, the Spanish version adapted for high school students of the Anxiety Sensitivity Index-3, and Brief Emotional Intelligence Inventory. (3) Results: Anxiety sensitivity was significantly higher in cynicism and emotional exhaustion. Furthermore, the mediation analysis showed that high anxiety sensitivity directly affected student exhaustion, cynicism, and efficacy levels. These effects were mediated mainly through stress management but also through the effect of stress management on mood, both emotional intelligence factors. (4) Conclusions: The academic changes that occur during high school hinder engagement and performance. Promoting the development of emotional skills would enable young people to manage their emotions when they become overwhelming and diminish their lack of interest and exhaustion in the classroom.

Emotional Intelligence among Nursing Students: Findings from a Longitudinal Study

Emotional intelligence is an important factor for nursing students' success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85-193.05) and third year (M = 162.01; 95% CI: 118.65-196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students' emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

Relationship Between Emotional Intelligence and Ethical Sensitivity in Turkish Nursing Students

Providing effective care to patients and making the right decisions in difficult working environments depend on moral sensitivity. Emotional intelligence and ethical sensitivity affect nursing care. This study aimed to investigate the relationship between nursing students' emotional intelligence and ethical sensitivity levels. The research employed a descriptive-correlational design, 201 nursing students studying at a university in the Central Anatolia region, Turkey, participated in the study. Students' ethical sensitivity was found to be significant. The nursing students received the highest score in the "Interpersonal Orientation" sub-dimension of the Moral Sensitivity Scale, while their lowest score was observed in the "Experiencing ethical dilemma" sub-dimension. The SSREIT and MMSQSN total scores of the students who willingly chose the nursing department and loved their field were found to be higher. It was found that the ethical sensitivity of nursing students was at a significant level and gender, family type, having sibling(s) and perception of economic status affected the level of ethical sensitivity.

The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students

There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.

Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables

This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father’s and mother’s education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64−0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father’s and mother’s education had no association with EI in male students; however, father’s education was positively associated with all EI factors in females, and mother’s education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students’ EI and the background variables influencing EI.

Anxiety and coping strategies among nursing students returning to university during the COVID-19 pandemic

BACKGROUND

Despite the continued expand of the coronavirus disease 2019 (COVID-19) pandemic, nursing students are returning to on-campus learning and training in clinical settings. The COVID-19 pandemic might constitute a new source of anxiety that increases the already high anxiety levels of nursing students. This study aimed to assess the COVID-19 infection-related anxiety and coping strategies among nursing students returning to university campuses during the COVID-19 pandemic in Jordan.

METHODS

A cross-sectional study was conducted on a sample of 282 nursing students who returned to campus during the summer semester of the academic year 2019/2020. The returning students were invited to complete an online questionnaire consisting of three parts: 1) sociodemographic variables and infection-related information, 2) the Generalized Anxiety Disorder 7 (GAD-7) Scale, and 3) the Brief-Coping Behavior Questionnaire (Brief-COPE).

RESULTS

Of the participating students, 70.6% reported mild to severe anxiety levels. Female students and students who had fears of becoming infected with COVID-19 were found to be at higher risk of anxiety than were other students. A positive correlation was found between students' anxiety levels and their dysfunctional coping strategies, which included denial, behavioral disengagement, venting, and self-blame. Students who had chosen to study nursing willingly used coping planning. Further, other sociodemographic variables and infection-related information were associated with dysfunctional and emotion-focused coping strategies.

CONCLUSIONS

The participating nursing students showed significant COVID-19-related anxiety upon returning to on-campus learning. Unfortunately, the students were found to use some dysfunctional coping strategies which were associated with increased levels of anxiety. The results highlight the important role of universities and nursing faculty members in supporting students emotionally and ensuring their personal safety inside the classroom and in clinical settings.

Emotional intelligence, resilience and personality traits neuroticism and extraversion: predictive capacity in perceived academic efficacy

BACKGROUND

Recent studies have shown the importance of promoting emotional intelligence and resilience, as well as knowing the personality (extraversion versus emotional instability or neuroticism) in both nursing students and nursing professionals, for better academic adherence, due to stressful situations derived from high academic and attendance requirements for healthcare practices in clinical settings. However, there is little research that analyzes the importance of the perceived academic effectiveness of university students and its relationship with the psychological variables of resilience, emotional intelligence and personality.

OBJECTIVE

To analyse the relationships between perceived academic efficacy, emotional intelligence (EI), resilience and the personality factors of emotional instability and extraversion, as well as to observe the variables that predict perceived academic efficacy.

MATERIALS AND METHODS

Cross-sectional study on a sample of 434 nursing students in Valencia (Spain) aged 17-54 (M = 21; SD = 0.320). They filled in standard tests on perceived academic efficacy, EI, resilience, emotional instability and extraversion.

RESULTS

Perceived academic efficacy is closely and positively related to EI and resilience; and to a lesser extent to emotional instability, but negatively. The academic efficacy predictor variables were EI (global trait, well-being and sociability), resilience (social support and emotional regulation) and emotional instability (R² of 0.201).

CONCLUSIONS

Perceived academic efficacy is fundamentally related to EI and resilience positively, and to a lesser extent to emotional instability negatively, fundamentally via these factors: global trait, social support, well-being, problem-solving capacity. Nursing students' perception of academic efficacy is relevant for building professional skills and carrying out the nurse's role in organisations. So, it is necessary to promote training programs to increase the emotional intelligence and resilience of nursing students, aimed at promoting competence in professional practice.

Emotional Intelligence and Critical Thinking in Nursing Students: Integrative Review of Literature

BACKGROUND

Emotional intelligence (EI) and critical thinking (CT) are positive attributes for nursing students throughout their nursing education and in future professional practice.

PURPOSE

The purpose was to review the literature investigating both EI and CT in prelicensure nursing students.

METHODS

A systematic literature search of original research articles published between 2003 and 2018 was conducted using electronic databases. Emerging themes were identified using integrative review methodological strategies.

RESULTS

Three themes emerged: (1) EI and CT are interdependent; (2) EI and CT are critical for success in nursing education; and (3) nursing education should enhance EI and CT. Findings are mixed regarding the usefulness of screening applicants for EI prior to admission.

CONCLUSIONS

Developing EI and CT skills in nursing students deserves thoughtful consideration. Further research is warranted regarding integrating strategies to enhance EI and CT skills as well as adopting EI as an adjunct admissions criterion for entrance into a prelicensure program.

Iranian Hospital Nurses' Lived Experiences of Emotional Intelligence: A Phenomenological Study

Emotional intelligence can help nurses improve their clients' satisfaction and health. The aim of this hermeneutic phenomenological study was to explore Iranian hospital nurses' lived experiences of emotional intelligence. Data collection was done through holding ten in-depth semi-structured interviews with ten hospital nurses. Participants were recruited from hospitals affiliated with Hamedan University of Medical Sciences, Hamedan, Iran. Data analysis was done using Van Manen's ( 1997 ) six-step approach and resulted in the development of the main theme of normative interactive management and the following three subthemes of resorting to spiritualities, self-protection, and intelligent resilience.

Comparing the Relationship of Emotional Intelligence and General Health in Nurses of Intensive Care Units With General Units in Qazvin

Background and aims: To know that how emotional intelligence and general health are related, can play a crucial role in the quality of nurses’ performance. The present study was conducted to compare the relationship of emotional intelligence and general health in nurses of intensive care units with other units in Qazvin city, Iran. Methods: This cross-sectional study was conducted among nurses working in hospitals of Qazvin in 2018. To this end, 250 nurses were selected by random sampling. Data collection tool was Goldberg General Health Standard Questionnaire (GHQ) and Shearing’s Emotional Intelligence Questionnaire (EIQ). Data were analyzed by SPSS statistical software version 18.0 using the statistical tests of Pearson correlation, t test, ANOVA, chi-square, and liner regression. A P value less than 0.05 was also considered statistically significant. Results: The mean score of general health was 21.33 ± 10 and the mean score of emotional intelligence was 122.8 ± 11.5. The findings showed that there was a statistically significant relationship between emotional intelligence and general health and all general health components (P <0.05). Level of depression in Intensive Care Unit was higher than that in other units (P <0.05). Moreover, according to linear regression coefficient, there was a statistically significant association between general health and emotional intelligence (P <0.05), to such a degree that increasing emotional intelligence caused an increase in general health. This model identified 5.6% of health variance, emotional intelligence, and body mass index (BMI) variables as predictive variables. Conclusion: Considering the fact that nursing is a stressful profession, attention to emotional intelligence is very effective and valuable in improving mental health and as a result, in reducing job stress, increasing the quality of nursing care, reducing burnout, and ultimately increasing patient satisfaction from nursing care.

Emotional intelligence, empathy and alexithymia: a cross-sectional survey on emotional competence in a group of nursing students

Background:

Emotional intelligence (EI) is the ability to recognize and manage one’s own and others’ emotions, empathy is the ability to understand how others feel, whereas alexithymia represents the difficulty in feeling and verbally expressing emotions. Emotional competences are important requirements for positive outcomes in nursing profession.

The aim of the study:

To analyze EI, empathy and alexithymia in nursing students.

Methods:

We conducted a cross-sectional survey in a sample of 237 students (53 males, 184 females), attending both the 1st and 3rd year of the University Nursing Course in Modena. We administered three Italian validated scales: Schutte Self-Report Emotional Intelligence Test (SSEIT), Jefferson Scale of Empathy - Health Professions Student (JSE-HPS), Toronto Alexithymia Scale (TAS-20). Data were statistically analyzed.

Results:

Statistically significant differences were found between the 1st and 3rd year students at SSEIT (t=-0.6, p=0.52), JSE-HPS (t=-3.2, p=0.0016) and TAS-20 scores (t=-3.54, p=0.0005). Among 3rd year students, females obtained significantly different scores from those of males at SSEIT (t=2.8, p=0.006). All three scales reported a Cronbach’s alpha >0.80. SSEIT correlated positively with JSE-HPS (Spearman’s rho=0.15, p=0.02) and negatively with TAS-20 (Spearman’s rho=-0.18, p=0.006).

Conclusions:

Our study highlighted a good level of emotional skills among students at the beginning of nursing training, further increased by the last year of the course, suggesting that emotional competences can be learned, and confirmed that empathy, but not alexithymia, is a dimension of EI. (www.actabiomedica.it)

The relationship between critical thinking and emotional intelligence in nursing students: A longitudinal study

BACKGROUND

Emotional Intelligence and critical thinking are regarded as important traits that nurses have which may influence the quality of their work including clinical decision-making and reasoning ability and adoption of evidence-based practice and practice-based knowledge.

OBJECTIVES

The aim of this study is to investigate nursing students' critical thinking dispositions and emotional intelligence as an essential skill, over the course of the undergraduate nursing program.

DESIGN

A longitudinal design.

SETTING AND PARTICIPANTS

The research study was conducted as a longitudinal design. The target group of this study consists of 182 students studying at the faculty of nursing. Asymmetrical cluster sampling method has been applied to select the sample group and all students in their first academic year were included in the study.

METHOD

Information Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used in order to collect data. The data was analyzed by using frequency, standard deviation, Kruskal Wallis and Bonferroni test.

RESULTS

There was no relationship between sub-dimensions of emotional intelligence respectively; awareness of emotions, empathy, social skills in the first academic year and critical thinking disposition and the end of academic year. A moderate correlation was found in the positive direction between the self-motivation at the beginning of the academic year and critical thinking disposition at the end of the final academic year.

CONCLUSION

It is recommended that the nursing scholarship investigates the current issues on the subjects of emotional intelligence and critical thinking in detail, discuss different aspects of the subjects and debate over the criticisms. Briefly, the discussion should go beyond the scope of nursing and include different aspects.

Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review

OBJECTIVE

To synthesize the evidence that explored resilience and emotional intelligence in undergraduate nursing students.

BACKGROUND

Nursing is a demanding profession that offers unique challenges. Emotional intelligence and resilience are traits that can allow nursing students to effectively respond to challenges in professional placements and future practice.

DESIGN

An integrative review incorporating both quantitative and qualitative research designs.

DATA SOURCE

Studies in the English language were identified through a systematic search in electronic databases: CINAHL, PubMed, ERIC, Scopus and PsycINFO. No restriction dates were used and the search was up until November 1, 2017.

REVIEW METHODS

Methodological quality was assessed using the Critical Appraisal Skills Programme checklist for qualitative research and the Newcastle-Ottawa Quality Assessment Scale for quantitative research. Data analysis was conducted based on the integrative review method.

RESULTS

Fourteen articles were included. A positive relationship was found between resilience and performance in undergraduate studies including professional experience placements. While some studies observed an important role for emotional intelligence for nursing students, there is currently insufficient evidence to conclude that emotional intelligence improves nursing students' communication, academic success and retention.

CONCLUSION

Developing skills, such as resilience, as part of nursing programs allows students to be better prepared to deal with the unique challenges in nursing practice.

Emotional intelligence among nursing students: Findings from a cross-sectional study

BACKGROUND

Emotional intelligence in nursing is of global interest. International studies identify that emotional intelligence influences nurses' work and relationships with patients. It is associated with compassion and care. Nursing students scored higher on measures of emotional intelligence compared to students of other study programmes. The level of emotional intelligence increases with age and tends to be higher in women.

OBJECTIVES

This study aims to measure the differences in emotional intelligence between nursing students with previous caring experience and those without; to examine the effects of gender on emotional intelligence scores; and to test whether nursing students score higher than engineering colleagues on emotional intelligence measures.

DESIGN

A cross-sectional descriptive study design was used.

SETTINGS AND PARTICIPANTS

The study included 113 nursing and 104 engineering students at the beginning of their first year of study at a university in Slovenia.

DATA

Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue) and Schutte Self Report Emotional Intelligence Test (SSEIT).

METHODS

Shapiro-Wilk's test of normality was used to test the sample distribution, while the differences in mean values were tested using Student t-test of independent samples.

RESULTS

Emotional intelligence was higher in nursing students (n = 113) than engineering students (n = 104) in both measures [TEIQue t = 3.972; p < 0.001; SSEIT t = 8.288; p < 0.001]. Although nursing female students achieved higher emotional intelligence scores than male students on both measures, the difference was not statistically significant [TEIQue t = -0.839; p = 0.403; SSEIT t = -1.159; p = 0.249]. EI scores in nursing students with previous caring experience were not higher compared to students without such experience for any measure [TEIQue t = -1.633; p = 0.105; SSEIT t = -0.595; p = 0.553].

CONCLUSIONS

Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience.

Nursing students' emotional intelligence, coping styles and learning satisfaction in clinically simulated palliative care scenarios: An observational study

BACKGROUND

Emotional intelligence is highly relevant in palliative care training, considering the coping styles used by nursing students. Clinical simulation provides the opportunity to evaluate these variables in a realistic and natural context.

OBJECTIVES

To analyze the possible relation between emotional intelligence, coping styles and satisfaction with one's own self-learning in nursing students participating in simulated scenarios related to palliative care at the end of life.

METHODS

A descriptive, observational and correlational study of students in their second year of nursing at a Spanish University during the 2015/2016 academic year. Three variables were measured: emotional intelligence (Trait Meta-Mood Scale-24), coping styles (the Questionnaire for Dealing with Stress) and satisfaction with students' own learning (Student Satisfaction and Self-Confidence in Learning Scale, Spanish version CSLS-Sv).

RESULTS

In total, 74 students participated in this study (ME: 20.3years). An association was found between satisfaction with learning, according to the EI attention subscale (in which the highest scores were registered) and two specific coping styles (FSP, with high scores and open emotional expression).

CONCLUSIONS

Emotional intelligence and coping styles are desirable qualities in students, especially as they have a relevant role in satisfaction with one's own learning. Nonetheless, in part, these results depend on the characteristics of the educational activities designed, which is especially relevant in simulation applied to palliative care.

Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students

Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity.

Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students

BACKGROUND

Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs.

OBJECTIVES

To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance.

DESIGN AND SETTING

Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia.

PARTICIPANTS

111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36).

METHODS

EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up).

RESULTS

Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time.

CONCLUSIONS

Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula.

Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study

AIMS AND OBJECTIVES

To identify challenging interpersonal interactions experienced by nursing and pharmacy students during clinical placement, and strategies used to manage those situations.

BACKGROUND

Healthcare students and staff experience elevated stress when exposed to dynamic clinical environments, complex care and challenging professional relationships. Emotionally intelligent behaviours are associated with appropriate recognition and management of emotions evoked by stressful experiences and development of effective relationships. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations is not well known.

DESIGN

A qualitative design, using semi-structured interviews to explore experiences of challenging interpersonal situations during clinical placement (Phase two of a larger mixed-methods study). Final-year Australian university nursing and pharmacy students (n = 20) were purposefully recruited using a range of Emotional Intelligence scores (derived in Phase one), measured using the GENOS Emotional intelligence Inventory (concise version).

RESULTS

Challenging interpersonal situations involving student-staff and intrastaff conflict, discourteous behaviour and criticism occurred during clinical placement. Students used personal and relational strategies, incorporating emotionally intelligent behaviours, to manage these encounters. Strategies included reflecting and reframing, being calm, controlling discomfort and expressing emotions appropriately.

CONCLUSIONS

Emotionally intelligent behaviours are effective to manage stressful interpersonal interactions. Methods for strengthening these behaviours should be integrated into education of nursing and pharmacy students and qualified professionals. Education within the clinical/workplace environment can incorporate key interpersonal skills of collaboration, social interaction and reflection, while also attending to sociocultural contexts of the healthcare setting.

RELEVANCE TO CLINICAL PRACTICE

Students and staff are frequently exposed to stressful clinical environments and challenging interpersonal encounters within healthcare settings. Use of emotionally intelligent behaviours to recognise and effectively manage these encounters may contribute to greater stress tolerance and enhanced professional relationships. Nursing and pharmacy students, and their qualified counterparts, need to be educated to strengthen their emotional intelligence skills.

The mediating role of emotional intelligence between negative life events and psychological distress among nursing students: A cross-sectional study

BACKGROUND

Previous studies have highlighted that negative life events and emotional intelligence are significant predictors of mental health. However, whether emotional intelligence mediates the relationship between negative life events and psychological distress among nursing students have not been given adequate attention.

OBJECTIVES

To explore the relationship among negative life events, emotional intelligence and psychological distress and to examine the mediating role of emotional intelligence in psychological distress among Chinese nursing students.

DESIGN

A cross-sectional survey using convenience sampling.

SETTINGS AND PARTICIPANTS

A total of 467 nursing students who were enrolled in a university in mainland of China.

METHODS

A structured questionnaire was administered from September-November in 2013 to participants who consented to participate in the study. Independent variables were personal variables, emotional intelligence and negative life events. Outcome variable was psychological health. The means and standard deviations were computed. Student's t-test and one-way analysis of variance (ANOVA) were performed, to test the differences among the demographic characteristics on the psychological distress scores. Pearson correlation analyses and hierarchical regression analyses were performed.

RESULTS

Negative life events were positively associated with psychological distress. Emotional intelligence was negatively associated with psychological distress and negative life events. Emotional intelligence mediated the relationship between negative life events and psychological distress.

CONCLUSIONS

The findings support the theory of Salovey and his colleagues, and provide evidence for emotional intelligence as a factor that buffers effects of negative life events on psychological distress.

Experiences of oral health students in interpersonal skills learning and development: a systematic review protocol of qualitative evidence

REVIEW QUESTION/OBJECTIVE

The objective of this systematic review is to identify, appraise and synthesize the best available evidence on oral health students' experiences of interpersonal skills learning and development in undergraduate university programs.More specifically the research questions are.

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis

BACKGROUND

Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable.

OBJECTIVES

To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland.

DESIGN

A longitudinal, quasi experimental design.

SETTING

Adult and mental health nursing, and midwifery programmes in a Scottish University.

METHODS

Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered.

RESULTS

598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p$_amp_$lt;0.009.

CONCLUSIONS

Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated with withdrawal from the course.

Relationship-Building Skills of Child-Rearing Mothers in Japanese Communities

This study elucidated the skills of mothers who used to build positive interpersonal relationships with people they met through child-rearing. The research method was qualitative descriptive study. The participants were 24 mothers who had children between ages of one and four years. These participants were recruited at child-rearing salons and childcare centers located in various municipalities in Japan. The survey period was from September 2013 to July 2014. The mothers' interpersonal relationship-building skills were described by six categories: “ability to strive for new encounters,” “ability to try to interact socially with others,” “ability to choose compatible people,” “ability to continuously maintain good relationships,” “ability to take action suitable to a situation,” and “ability to build positive relationships with parents-in-law.” Cognitive aspects of assessing and understanding the interactions that occur during exchanges and behavioral aspects guided by these cognitions were identified within these skills. This study contributed to providing a framework to understand mothers' interpersonal relationship-building skills for public health nurses involved in child-rearing support.

Use of Simulated Psychosocial Role-Playing to Enhance Nursing Students’ Development of Soft Skills

Effective communication and interaction enable nurses to develop caring, empathetic, and respectful relationships with patients and families. However, most nurses feel a lack of preparation in the “soft” skills of communication, professionalism, and leadership. Nurse managers are seeking graduates with strong emotional quotient characteristics such as self-awareness, motivation, self-regulation, empathy, and social skills. Assisting nursing students to develop these intangible, high-level skills presents an ongoing challenge to nurse educators. This creative teaching learning strategy examines the use of psychosocial role-playing skits to enhance nursing student development of the soft skills of nursing. In this strategy, senior level nursing students work in small groups to develop and present realistic 3- to 5-minute skits based on common nurse–patient, nurse–family, or nurse–health care team interactions that incorporate the concepts of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and/or professionalism, followed by a debriefing session. Student feedback suggests that confidence and competence related to the skills of therapeutic communication, interpersonal interaction, empathy, active listening, teamwork, delegation, and professionalism may improve by incorporating soft skill psychosocial role-playing into a nursing education course of study.

A longitudinal study of emotional intelligence in graduate nurse anesthesia students

OBJECTIVE

Emotional intelligence (EI) is an important component not only for success in the nurse anesthesia (NA) profession, but as a NA student as well. Using the ability-based EI model, the purpose of this was to examine the difference in EI between the first semester and last semester of NA training programs.

METHODS

First semester NA students completed the online Mayer-Salovey-Caruso Emotional Intelligence Test V2.0 EI instrument, and then the same students repeated the instrument in their last (7th) semester.

RESULTS

There was a statistically significant correlation between overall EI and long-term overall EI (P = 0.000), reasoning area and long-term reasoning area (P = 0.035), experiencing area (P = 0.000) and long-term experiencing area, perceiving branch and long-term perceiving branch (P = 0.000), using and long-term using branch (P = 0.000), and the managing branch and long-term managing branch (P = 0.026). The correlation between the understanding branch and the long-term understanding branch was not statistically significant (P < 0.157). The paired sample t-test demonstrated no statistically significant change (n = 34) in overall EI, the two areas scores, or the four-branch scores between the first semester and the last semester of a NA training program.

CONCLUSIONS

This longitudinal study shows the lack of EI change in NA students over time. Thus, no change in EI occurs as a result of transitioning through a NA program based on the accrediting body's standardized curriculum, but the results helped the researcher provide useful data to inform future research on the use of EI measures as predictors of NA program success.

Emotional intelligence education in pre-registration nursing programmes: an integrative review

OBJECTIVE

To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes.

DESIGN

Integrative literature review.

DATA SOURCES

CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014.

REVIEW METHODS

Data extraction and constant comparative analysis of 17 articles.

RESULTS

Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education.

CONCLUSIONS

A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.

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.

Q-factor emotional intelligence profiles as an area for development in graduate nurse anesthesia students

Some fear that the added demands of the Affordable Care Act may worsen already high attrition rates among nurses. One potential solution is that graduate nursing programs must do a better job of selecting and retaining those who can persist in training to gain the clinical and leadership skills necessary to fill these new roles. Some believe emotional intelligence (EI) may help with the selection and retention of graduate nursing students. This study examined EI in 216 nurse anesthesia (NA) students. Q-factor analysis was used to create EI profiles of first-semester, 1-year, and last-semester NA students. It showed one EI type was consistent at each point in the program: High Facial Reader/Low EI Manager.

Emotional intelligence: an admission criterion alternative to cumulative grade point averages for prelicensure students

BACKGROUND

Predicting potential student success is of great interest to nursing educators and academic administrators alike. Cumulative grade point average (CGPA) has traditionally been used to screen nursing program candidates, but CGPA itself has shown to have no statistically significant predictive value and may in fact screen out individuals who possess social intelligence attributes that are essential for success in nursing practice. The purpose of this study is to determine if students whose emotional intelligence characteristics meet or exceed those of successful staff nurses are more likely to be successful in a baccalaureate nursing program.

METHODS

A descriptive, correlational design was used to compare the emotional intelligence attributes of 116 potential nursing students and 42 successful staff nurses using the Emotional Quotient Inventory (EQ-i).

RESULTS

Nursing students who remained in the nursing program were found to have significantly higher levels of total emotional intelligence, interpersonal capacity, and stress tolerance. Students who dropped from the nursing program were not significantly different from successful staff nurses in terms of emotional intelligence.

CONCLUSION

Emotional intelligence presents a compelling adjunct to current selection criteria for nursing students. However, the lack of research prevents widespread adoption of this criterion. This study suggests that students with higher levels of emotional intelligence, particularly intrapersonal capacity and stress tolerance, are more likely to be successful in a baccalaureate nursing program than students with lower levels. Further research is needed to determine the usefulness of EI as a predictor of student success in nursing programs.

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

AIMS AND OBJECTIVES

To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students.

DESIGN

The study used a prospective survey design.

METHODS

A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement.

RESULTS

The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p < 0.001), help seeking (r = 0.33; p < 0.003) and peer learning (r = 0.32; p < 0.004) but not with extrinsic goal orientation (r = -0.05; p < 0.677). Emotional intelligence emerged as a significant predictor of academic achievement (β = 0.25; p = 0.023).

CONCLUSION

In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students.

RELEVANCE TO CLINICAL PRACTICE

The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice.

The relationship between emotional intelligence and clinical teaching effectiveness in nursing faculty

Nursing faculty play an important role in facilitating nursing student learning and shaping student experience in the clinical setting. Emotional intelligence (EI) in clinical nursing faculty may be one avenue to develop teaching effectiveness. This study investigated the relationship between EI and clinical teaching effectiveness of nursing faculty in an undergraduate nursing program. Using a cross-sectional correlation design, data were collected from a convenience sample of nursing faculty (N = 47) using the BarOn Emotional Quotient Inventory: Short (EQ-i:S), the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and a demographic data page. The results indicated a statistically significant positive relationship between the EQ-i:S and the NCTEI total scores (rs = .599, P < .01) and between many subscales of these tools. These findings contribute new knowledge to nursing education, including the following: (a) a significant relationship between EI and clinical teaching effectiveness exists, (b) faculty exhibit effective overall EI functioning with room to enhance competencies, and (c) faculty members see themselves as effective in their clinical teaching. Implications for clinical teaching practice include the need for faculty development and strengthening the faculty-student relationship. Possibilities for future research are discussed.

Student perceptions of support in practice

This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place.

Nursing students' leadership and emotional intelligence in Turkey

The purpose of this study was to determine nursing students' leadership and emotional intelligence. The study was conducted as a descriptive study in a nursing school in 2008. The sample comprised 69 junior and 85 senior nursing students and was based on voluntary participation. Data were collected through a data sheet, a leadership style questionnaire, and the Bar-On Emotional Intelligence Quotient Inventory. There were no statistically significant differences in leadership orientations and emotional intelligence between junior and senior students (p > 0.05). Although there was a significant relationship between emotional intelligence and task-oriented leadership (r = 0.427, p = 0.001), there was no significant relationship between emotional intelligence and people-oriented leadership (r = 0.076, p = 0.367). Students' emotional intelligence score was average, and their people-oriented leadership score was approximately half of the total score. It is recommended to develop strategies for improving nursing students' people-oriented leadership skills during their nursing education.