Emotional Intelligence among Saudi Nursing Students and Its Relationship to Their Critical Thinking Disposition at College of Nursing- Jeddah, Saudi Arabia

Hashish, Ebtsam Aly Abou; Bajbeir, Erada Fouad

doi:10.12691/ajnr-6-6-2

Cited by 15 publications

(16 citation statements)

References 20 publications

(46 reference statements)

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“…The findings of the present study indicated that in comparison to fourth-year nursing students, third-year students relied significantly on behavioral disengagement as a strategy for coping with their COVID-19 infection-related anxiety. This may be attributed to the improvement of students’ emotional and cognitive maturation over the years of study [ 48 , 49 ]. Furthermore, the nursing curriculum for fourth-year students at JUST comprises components of psychology and psychiatric nursing that students can benefit from.…”

Section: Discussionmentioning

confidence: 99%

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

Masha’al

Shahrour

Aldalaykeh

2022

Heliyon

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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.

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Section: Discussionmentioning

confidence: 99%

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

Masha’al

Shahrour

Aldalaykeh

2022

Heliyon

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“…Other studies conducted in KSA have shown similarly high levels of emotional intelligence among Saudi nursing students. 25 , 26 …”

Section: Discussionmentioning

confidence: 99%

Emotional intelligence and perceived stress among students in Saudi health colleges: A cross-sectional correlational study

Shahin

2020

Journal of Taibah University Medical Sciences

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Objectives To date, little knowledge exists about perceived stress or emotional intelligence among Saudi students specialising in health sciences. This study uses sociodemographic factors to assess the correlations and divergences between emotional intelligence and perceived stress among health-science students in Saudi applied health-science colleges. Methods The present study adopted a cross-sectional, descriptive correlational design and recruited a convenience sample of 274 nursing and paramedic students. The participants were invited to complete a self-report questionnaire, which covered demographic factors, emotional intelligence (the MindTools test), and perceived stress (the Perceived Stress Scale). Results Almost all participants (97.1%) had average-to-high levels of emotional intelligence (mean = 50.58 in a 15–75 ranged scale); this was particularly true for nursing students and students in their first and third academic years. Overall, the students had a moderate level of perceived stress (mean = 1.75 in a 0–4 ranged scale), with assignments and workload causing the highest levels of stress. A negative non-significant correlation was found between emotional intelligence and perceived stress. Conclusions The research findings show that emotional intelligence does not differ significantly by nationality, gender, or specialty satisfaction. The students' gender, nationality, specialty, specialty satisfaction, and academic year were not significantly associated with levels of perceived stress. However, higher (although non-significant) levels of emotional intelligence were associated with lower levels of perceived stress. It is therefore essential to educate health-science students about emotional intelligence and teach them to identify and overcome stressors. Information about emotional intelligence and perceived stress should be incorporated into health-science curricula.

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“…For nursing students to succeed in the ever-changing field of health care, they need a wide range of managerial and leadership skills and behaviors. Aside from these requirements, they should be able to work well with other healthcare team members and be capable of facilitating change while also exercising critical thinking and decision-making skills (Abou Hashish & Bajbeir, 2018; Alnajjar and Abou Hashish, 2022). Additionally, the American Association of Colleges of Nursing (AACN, 2011) recommended clinical simulation/training as a helpful tool for students aspiring to leadership positions in the field of nursing.…”

Section: Significance and Context Of The Studymentioning

confidence: 99%

The Effect of Managerial and Leadership Training and Simulation on Senior Nursing Students’ Career Planning and Self-Efficacy

Hashish

Bajbeir

2022

SAGE Open Nursing

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Introduction Enhancing nursing students’ professional knowledge and integrating simulation and clinical training into students’ education may affect their career planning and development. Objectives This study aimed to explore how managerial and leadership training and simulation affect career planning knowledge, career choice, and self-efficacy among senior nursing students. Additionally, it explored how students perceived the training they received. Methods This study employed a mixed methods design for collecting quantitative and qualitative data about the training. A quasi-experimental design using a pretest and posttest with a convenience sample of senior nursing students ( N = 80) at a Saudi nursing college guided the quantitative part. Nursing students were introduced to a managerial and leadership training and simulation intervention focused on career knowledge. The career planning questionnaire and a self-efficacy scale were used to collect quantitative data before and after the intervention, and the open-ended questions were used for qualitative data about the training they received. For the quantitative data, we used descriptive and inferential statistics, and for the qualitative data, we used content analysis. Results After the training sessions, nursing students’ career planning knowledge and self-efficacy scores were considerably enhanced, with a significant difference and positive associations ( p < .001). Four themes were driven from the qualitative analysis: student engagement, experiential learning and reflection, the teacher's role as facilitator, and teamwork. Conclusions Knowledge and preparedness are essential elements for career planning and development. Nursing curricula should provide students with ongoing educational opportunities to help them enhance their career planning and self-efficacy. As well, nurse managers play an important role in shaping the career paths of senior undergraduates and internship nurses. Career counseling sessions and career activities can be scheduled frequently before graduation and during the internship year, which is essential for prelicensure and orientation.

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Emotional Intelligence among Saudi Nursing Students and Its Relationship to Their Critical Thinking Disposition at College of Nursing- Jeddah, Saudi Arabia

Cited by 15 publications

References 20 publications

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

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

Emotional intelligence and perceived stress among students in Saudi health colleges: A cross-sectional correlational study

The Effect of Managerial and Leadership Training and Simulation on Senior Nursing Students’ Career Planning and Self-Efficacy

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