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Yıldırım N, Çatal E. Determination of emotional intelligence levels and teamwork attitudes of nursing students: A descriptive-correlational study. Arch Psychiatr Nurs 2024; 51:48-53. [PMID: 39034094 DOI: 10.1016/j.apnu.2024.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 03/04/2024] [Accepted: 04/23/2024] [Indexed: 07/23/2024]
Abstract
OBJECTIVE This descriptive-correlational study was carried out to determine the relationship between emotional intelligence levels and teamwork attitudes of nursing students. METHOD The study has a descriptive-correlational design. A total of 469 nursing students participated in this study. To collect the study data, the "Personal Information Form", "Emotional Intelligence Evaluation Scale" and "TeamSTEPPS-Teamwork Attitudes Questionnaire" were used. Descriptive statistics, correlation and regression analysis were used to analyze the data. RESULTS The emotional intelligence levels of the nursing students were low and the level of their attitudes towards teamwork was above the average. There was a positive and significant relationship between the mean scores they obtained from the overall Emotional Intelligence Evaluation Scale and TeamSTEPPS-Teamwork Attitudes Questionnaire and their sub-scales. CONCLUSION Students' emotional intelligence levels are low and their attitude levels towards teamwork are above average. Therefore, emphasis should be placed on increasing students' emotional intelligence and teamwork attitudes during nursing education.
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Affiliation(s)
- Nezaket Yıldırım
- Department of Nursing Management, Akdeniz University, Antalya, Turkey.
| | - Emine Çatal
- Department of Surgical Nursing, Akdeniz University, Antalya, Turkey.
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Merino-Soto C, Angulo-Ramos M, Llaja-Rojas V, Chans GM. Academic performance, emotional intelligence, and academic burnout: A cross-sectional study of a mediational effect in nursing students. NURSE EDUCATION TODAY 2024; 139:106221. [PMID: 38691900 DOI: 10.1016/j.nedt.2024.106221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 04/06/2024] [Accepted: 04/17/2024] [Indexed: 05/03/2024]
Abstract
BACKGROUND Course failure arises as the ultimate result of students' declining academic performance in the face of high course demands. It can eventually lead to dropout and academic dissatisfaction. Emotional intelligence may play an essential role in decreasing the emotional effects of stress, such as academic burnout in nursing students. However, emotional intelligence is conceptualized multidimensionally, and each of its attributes may have a different impact on burnout reduction. OBJECTIVE To explore the dimensions of emotional intelligence that may mediate the association between academic performance (course failure) and academic burnout in nursing students. DESIGN The design was cross-sectional, with survey-based data collection. SETTINGS Educational setting, undergraduate nursing students at a private university in Metropolitan Lima, Peru. PARTICIPANTS 154 students (77.3 % female) with a mean age of 25.9 years. METHODS A multiple mediation strategy was used, using the Wong-Law Emotional Intelligence Scale. Four emotional intelligence attributes (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were evaluated in the relationship of failed courses (dichotomous variable: yes/no) and academic burnout (single item based on physical and emotional exhaustion). The structural equation modeling framework was used. RESULTS Course failure (academic performance) positively affects academic burnout. Regulation of emotion is the only dimension of emotional intelligence mediating between course failure and academic burnout. The proportion of the mediating effect was 0.315, while the rest was around zero. Statistically significant gender differences were detected concerning burnout, with men scoring moderately higher than women. CONCLUSIONS The results indicate that the regulation of emotion may have a relevant role in reducing burnout compared to other emotional intelligence attributes. These regulatory skills are important for developing health care and positive patient relationships. Interventions focused on the regulatory characteristics of emotions and distinguishing different attributes of emotional intelligence while exploring its mediating effect should be strengthened. These implications are linked to the growing call to include EI in university education.
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Affiliation(s)
- César Merino-Soto
- Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico.
| | | | - Victoria Llaja-Rojas
- Universidad Nacional Mayor de San Marcos, Lima 15081, Peru; Hospital Nacional Edgardo Rebagliati Martins, Lima 15072, Peru
| | - Guillermo M Chans
- Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico; Tecnologico de Monterrey, School of Engineering and Sciences, Mexico City 01389, Mexico.
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Benjamin LS, Pasay An E, Vijayalakshmi K, Alqarni AS, Aseeri A, Alsulami A, Gonzales F, Mostoles R, Maestrado R, Areola B, Gonzales A, Shanmugam SR. Emotional intelligence and self-esteem among Saudi Arabian and Indian nursing students: findings from two countries. BMC Nurs 2024; 23:349. [PMID: 38790031 PMCID: PMC11127298 DOI: 10.1186/s12912-024-02022-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2024] [Accepted: 05/16/2024] [Indexed: 05/26/2024] Open
Abstract
INTRODUCTION Understanding the emotional intelligence (EI) and self-esteem of Indian and Saudi nursing students is important because their future nurse-patient relationships may be influenced by factors related to their unique cultural contexts. Hence, this study sought to investigate the EI and self-esteem of nursing students in Saudi Arabia and India. METHODS A descriptive-comparative research design was used to compare 660 nursing students from Saudi Arabia and India who were enrolled in the study from September 2022 to January 2023. Nursing students were recruited from University A in Riyadh and University B in Abha, Saudi Arabia, and from University C in India. RESULTS The study found significant differences in EI scores based on year of study (p < .011), age (p < .024), residence (p < .005), and academic performance (p < .008). Students in later years, over 20 years old, from urban areas, and with good grades, had higher EI scores. Conversely, only age showed a significant difference in the self-esteem scores (p < .002). The year of study (p > .670), residence (p > .430), and academic performance (p > .526) did not significantly affect self-esteem. Finally, urban residence and good academic performance were significant predictors of EI (p < .005), while none of the demographics predicted self-esteem (p > .005). CONCLUSION Higher emotional intelligence among nursing students can be associated with several variables, such as being in the higher years of study, older age, residing in an urban area, and good academic performance, whereas self-esteem appears to be hardly affected by these indicators but probably influenced by other aspects that were not measured. This implies that educators in relation to self-esteem should know the relationship between emotional intelligence and nursing practice besides healthcare establishments; they need to enhance their teaching methods so that learners can have more resilient attitudes towards work, provide quality patient care, and promote a better learning environment for nurses who will become stronger professionally in the future.
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Affiliation(s)
| | - Eddieson Pasay An
- College of Nursing, King Khalid University, Abha City, Saudi Arabia.
- Department of Nursing Administration, King Khalid University, Abha City, Saudi Arabia.
| | - K Vijayalakshmi
- Research Development, Apollo College of Nursing, The Tamilnadu Dr MGR Medical University, Chennai City, India
| | | | - Abeer Aseeri
- College of Nursing, Muhyil Asir Branch, King Khalid University, Abha City, Saudi Arabia
| | - Amal Alsulami
- Department of Community and Mental Health Nursing Sciences, College of Nursing, Taif University, Taif City, Saudi Arabia
| | | | - Romeo Mostoles
- College of Nursing, University of Hail, Hail City, Saudi Arabia
| | | | - Benito Areola
- Faculty, College of Nursing, Shaqra University, Riyadh City, Kingdom of Saudi Arabia
| | - Analita Gonzales
- Faculty of Nursing, University of Tabuk, Tabuk City, Saudi Arabia
| | - Sumathi Robert Shanmugam
- Department of Maternity and Pediatric Nursing, Princess Nourah Bint Abdulrahman University, Riyadh City, Saudi Arabia
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Christodoulakis A, Kritsotakis G, Linardakis M, Sourtzi P, Tsiligianni I. Evaluating Critical Thinking Disposition, Emotional Intelligence, and Learning Environment of Nursing Students: A Longitudinal Study. West J Nurs Res 2024; 46:381-388. [PMID: 38494696 DOI: 10.1177/01939459241238687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/19/2024]
Abstract
BACKGROUND The COVID-19 pandemic may have inhibited the development of critical thinking and emotional intelligence of nursing students due to the transition from traditional to online learning environments. OBJECTIVE The objective was to evaluate the development of critical thinking, emotional intelligence, and the perceived learning environment of nursing students during the pandemic from their first to second year. METHODS This was a longitudinal study of 82 nursing students from 2 universities in Greece. We measured critical thinking disposition, emotional intelligence, and the students' perceptions of the learning environment in 2 phases, separated by a 10 month interval, before and during the pandemic. RESULTS Students had moderate-to-high critical thinking and emotional intelligence and perceived the learning environment as more positive than negative in both phases. However, there were no statistically significant changes between phases in critical thinking disposition (mean score 44.3 vs 45.1, p = .224) and emotional intelligence (mean score 5.05 vs 5.06, p = .950) between the 2 phases. Nevertheless, students rated the online learning environment (phase 2) higher than the traditional (mean score 137.8 vs 132.2, p = .005). CONCLUSIONS Critical thinking and emotional intelligence did not change, but students favored the online learning environment over the traditional. These findings suggest that nurse educators persevered, adapted, and maintained the quality of the learning environment despite the pandemic. Moreover, the utilization of an online learning environment may have led to enhanced enjoyment and engagement for students, which could potentially result in improved learning outcomes.
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Affiliation(s)
- Antonios Christodoulakis
- Department of Social Medicine, School of Medicine, University of Crete, Heraklion, Greece
- Department of Nursing, School of Health Sciences, Hellenic Mediterranean University, Heraklion, Greece
| | - George Kritsotakis
- Department of Business Administration & Tourism, Hellenic Mediterranean University, Heraklion, Greece
| | - Manolis Linardakis
- Department of Social Medicine, School of Medicine, University of Crete, Heraklion, Greece
| | - Panayota Sourtzi
- Department of Nursing, National and Kapodistrian University of Athens, Athens, Greece
| | - Ioanna Tsiligianni
- Department of Social Medicine, School of Medicine, University of Crete, Heraklion, Greece
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Bsharat F. Relationship Between Emotional Intelligence and Self-Esteem among Nursing Students. SAGE Open Nurs 2024; 10:23779608241252248. [PMID: 38693934 PMCID: PMC11062226 DOI: 10.1177/23779608241252248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2023] [Revised: 04/07/2024] [Accepted: 04/15/2024] [Indexed: 05/03/2024] Open
Abstract
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.
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Affiliation(s)
- Fekry Bsharat
- Faculty of Nursing, Arab American University, Jenin, Palestine
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Moosivand S, Nazari O, Shahverdi A, Gholami M, Mohammadi R, Yarahmadi S. Predictors of emotional intelligence among family caregivers of cancer patients: A cross-sectional study. Cancer Rep (Hoboken) 2024; 7:e1943. [PMID: 37990763 PMCID: PMC10809196 DOI: 10.1002/cnr2.1943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2023] [Revised: 11/01/2023] [Accepted: 11/11/2023] [Indexed: 11/23/2023] Open
Abstract
BACKGROUND Family caregivers of cancer patients must have strong emotional intelligence skills essential for understanding one's and others' feelings and learning how to cope. OBJECTIVES The present study aims to determine the predictive factors of emotional intelligence and its relationship with spiritual intelligence, coping, and knowledge and experience about pain among family caregivers of cancer patients in Iran. METHODS A cross-sectional, descriptive study was conducted in 2020-2021. Two hundred twenty-six family caregivers of cancer patients participated in this study. The data collection tools were Wong and Law's emotional intelligence, King's spiritual intelligence, Brief Cope, and the family pain questionnaire. Following determining the variables' correlation, linear regression was carried out. RESULTS Emotional intelligence had a significant correlation with age (r = 0.20, p = .003), academic degree (r = 0.15, p = .032), duration of care (r = 0.15, p = .032), and spiritual intelligence (r = 0.30, p < .001). The regression model accounted for 12.4% of the variance in emotional intelligence; age (β = 0.16, p < .021) and spiritual intelligence (β = 0.26, p < .001) were significant explanatory variables. CONCLUSIONS Emotional intelligence is correlated with age, academic degree, duration of care, and spiritual intelligence, but only age and spiritual intelligence were found to be predictive factors for emotional intelligence in the family caregivers of cancer patients.
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Affiliation(s)
- Shakiba Moosivand
- Student Research Committee, School of Nursing and MidwiferyLorestan University of Medical SciencesKhorramabadIran
| | - Omid Nazari
- Student Research Committee, School of Nursing and MidwiferyLorestan University of Medical SciencesKhorramabadIran
| | - Ali Shahverdi
- Student Research Committee, School of Nursing and MidwiferyLorestan University of Medical SciencesKhorramabadIran
| | - Mohammad Gholami
- Social Determinants of Health Research Center, School of Nursing and MidwiferyLorestan University of Medical SciencesKhorramabadIran
| | - Rasool Mohammadi
- Nutritional Health Research Center, School of Health and NutritionLorestan University of Medical SciencesKhorramabadIran
| | - Sajad Yarahmadi
- Social Determinants of Health Research Center, School of Nursing and MidwiferyLorestan University of Medical SciencesKhorramabadIran
- Student Research CommitteeSemnan University of Medical SciencesSemnanIran
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Almansour AM. The level of emotional intelligence among Saudi nursing students: A cross-sectional study. BELITUNG NURSING JOURNAL 2023; 9:471-477. [PMID: 37901375 PMCID: PMC10600711 DOI: 10.33546/bnj.2794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Revised: 08/07/2023] [Accepted: 09/11/2023] [Indexed: 10/31/2023] Open
Abstract
Background Emotional intelligence is an individual's capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce. Objective This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia. Methods A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis. Results Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother's education, physical and psychological health, and grade point average (p <0.05). Conclusion The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.
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Affiliation(s)
- Ahmed Mansour Almansour
- Department of Nursing, College of Applied Medical Sciences, Majmaah University, Al-Majmaah 11952, Saudi Arabia
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Fernández-Martínez E, Sutil-Rodríguez E, Liébana-Presa C. Internet Addiction and Emotional Intelligence in university nursing students: A cross-sectional study. Heliyon 2023; 9:e19482. [PMID: 37681158 PMCID: PMC10481303 DOI: 10.1016/j.heliyon.2023.e19482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Revised: 07/27/2023] [Accepted: 08/23/2023] [Indexed: 09/09/2023] Open
Abstract
Background The appearance of the Internet has allowed for improved communications and the technological development of society, but it has also led to problematic use, generating addictive behaviors in some university students. Emotional Intelligence helps to improve emotional skills, increase social skills, and act as a protective factor against technological addictions. Objectives to describe and analyze the relationship between Internet Addiction, Emotional Intelligence, and sociodemographic characteristics in Nursing students. Methods A multicenter cross-sectional study was conducted. Participants belonged to three different campuses of two Universities. 532 nursing students were included in the study. A self-administered questionnaire was used collecting sociodemographic variables and the TMMS-24 and IAT instruments were employed to measure Emotional Intelligence and Internet Addiction, respectively. Results 11.1% of the students presented Internet Addiction. Higher Internet Addiction scores were obtained by those who were younger, had a lower academic year, and were more involved in leisure activities. Adequate levels of Emotional Intelligence were found, women showed higher values of Attention and men of Repair. Students aged 24 or over reported higher Clarity and Repair values. There was an inverse relationship between Clarity and Repair with Internet Addiction values. Conclusions The ability to understand and regulate emotional states is related to lower Internet Addiction values. The group of Internet addicts revealed greater Attention and less Clarity. Internet Addiction values increased as the number of hours of Internet use increases. The development of programs which improve Emotional Intelligence could be essential to facilitate the emotional management of Internet Addiction.
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Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students. Healthcare (Basel) 2023; 11:healthcare11060826. [PMID: 36981483 PMCID: PMC10048752 DOI: 10.3390/healthcare11060826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 02/02/2023] [Accepted: 03/08/2023] [Indexed: 03/15/2023] Open
Abstract
Background: Health sciences educators should increase the critical thinking of their students as this may improve the quality of care. However, this is rarely considered as a critical point in teaching, despite studies identifying factors such as the learning environment and emotional intelligence as increasing critical thinking at an undergraduate level. Thus, there is a need to better explore these factors and investigate interrelations and ways of improving critical thinking, especially in the critical field of healthcare students (nursing and medicine). Objectives: The present study aimed to examine the potential relationships between critical thinking with emotional intelligence and the learning environment. Method: This was a descriptive cross-sectional study with 208 first year health sciences university students of two nursing departments and one medicine department from three universities in Greece. The Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence-Short Form questionnaires were used to assess critical thinking, the education environment, and emotional intelligence, respectively. Results: The results demonstrate that critical thinking was positively related to emotional intelligence (β = 0.82, p < 0.001), but not to the learning environment (β = 1.06, p = 0.30). However, a structural equation modeling analysis supported the indirect relationship between the learning environment and critical thinking through emotional intelligence (M = 1.10, CI = 0.13–2.17, p < 0.05). Conclusions: Emotional intelligence may be the underlying mechanism for achieving critical thinking if it is well applied and cultivated in a learning environment. Therefore, universities could modify their curricula and place emotional intelligence at the epicenter of teaching.
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