Emotional Intelligence and Successful Completion of Nursing Courses in Associate Degree Nursing Students

Do GPAs, Entrance Exams, or Course Grades Predict Outcomes in First Semester Nursing Students?

BACKGROUND

Previous studies employed varying methods, predictors, and endpoints to determine how to best predict student success.

PURPOSE

This study examined current admission criteria in predicting nursing students' success during two first semester courses.

METHODS

Grade point averages and Health Education Systems Incorporated entrance exam scores were extracted from student files while pre-nursing pathophysiology grades from electronic gradebooks were used as independent variables. A principal component analysis confirmed three components: Academic performance, logical/mathematical intelligence, and verbal/linguistic intelligence. Multiple regressions were performed using first semester nursing course grades as dependent variables.

RESULTS

A multiple regression using Pharmacology course grades as the dependent variable (R2 = 0.268, p ≤0.001) was more predictive than a regression using Concepts course grades as the dependent variable (R2 = 0.177, p ≤0.001). Bivariate analyses revealed that each independent variable significantly predicted Concepts course grades and all except math and reading scores predicted Pharmacology course grades.

CONCLUSIONS

Pathophysiology was a better predictor of both dependent variables. A high degree of shared variance necessitated bivariate analyses to elucidate the importance of each independent variable. Pharmacology course grades proved better predictors of success by the independent variables than Concepts course grades.

A literature review of emotional intelligence and nursing education

AIM

The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education BACKGROUND: Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients's. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program.

DESIGN

Systematic literature review METHODS: Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process.

RESULTS

57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program.

CONCLUSIONS

This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.