Emotional Intelligence and Clinical Performance of Undergraduate Nursing Students During Obstetrics and Gynecology Nursing Practice; Mizan-Tepi University, South West Ethiopia

Belay, Alemayehu Sayih; Kassie, Aychew

doi:10.2147/amep.s325212

Cited by 9 publications

(11 citation statements)

References 41 publications

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“…This finding suggests that the nursing students included in this research had a high level of EI, demonstrating their capacity to recognize and understand their own emotions and those of others. This may also suggest that the nursing students involved had a moderate to high inclination toward critical thinking (Abou Hashish & Bajbeir, 2018 ; AkbariLakeh et al, 2018 ; Kang, 2015 ) and academic achievement (AkbariLakeh et al, 2018 ; Almegewly et al, 2022 ), and they demonstrated a moderate level of skill and preparedness for their clinical performance (Beauvais et al, 2011 ; Belay & Kassie, 2021 ) as these attributes were found to have a significant correlation with the nursing students’ level of EI.…”

Section: Discussionmentioning

confidence: 99%

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The level of emotional intelligence among Saudi nursing students: A cross-sectional study

Almansour

2023

Belitung Nurs J

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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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Section: Discussionmentioning

confidence: 99%

“…Academic achievement is another factor reported to be related to the level of EI among students (AkbariLakeh et al, 2018 ; Almegewly et al, 2022 ). In addition, the student’s clinical performance seems to be related to their EI level (Beauvais et al, 2011 ; Belay & Kassie, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The level of emotional intelligence among Saudi nursing students: A cross-sectional study

Almansour

2023

Belitung Nurs J

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“…Bazen bu kavram kişilerin duygusal zeka becerileri ile ilişkilendirilmektedir. Duygusal zeka becerisinin hemşirelik uygulamaları ve başarıyla oldukça iç içe olduğu açıklanmıştır (19).…”

Section: Profesyonel Hemşi̇reli̇k Bakimi Kazaniminda Moti̇vasyonel Gö...unclassified

The Use of Motivational Interview in Educations to Provide Professional Nursing Care of Students

Kahraman

Akgün

2022

gsbd

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The nursing process includes the development of comprehensive knowledge, skills and attitudes. Ensuring this development and gaining professional values is very important in maintaining professional life. During nursing education, the emotions experienced by student nurses while providing professional care and the meaning they give to education and profession may differ. In the presentation of the nursing profession, which has quite complex and comprehensive knowledge and theoretical background concepts, it is very important for students to be motivated, internalize nursing concepts and develop their own nursing perspectives, believe in the usefulness of their practices, manage possible sudden changes, and make the right decision and practice between ethical dilemmas. In this context, depending on individual differences, the motivation and willingness of nursing students may differ. The use of motivational interviewing approach may be beneficial for people who are needed in their preparation for the profession and in providing professional care. Motivational interviewing is defined as “a client-centered approach that provides behavior change by helping the client discover and analyze the ambivalence they experience, and makes use of directives for this”. It has many uses such as addiction treatment, healthy behavior acquisition, mental problems, diet and nutritional habits, sports gains, drug compliance. Other areas of uses that are not frequently mentioned are education and business life. Therefore, for the purpose of this review is to examine the training and practice motivations of student nurses, who are expected to gain professional care skills, from the perspective of motivational interviewing.

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“…In addition clinical abilities and knowledge were appreciated more than a holistic approach to nursing care, which incorporates broader characteristics such as communication skills, attitudes, and the ability to think laterally when necessary. Furthermore, this has created an environment in which expertise is more narrowly focused on controlling technology or performing a specific activity (Belay & Kassie, 2021; Tafazoli et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia

Yilak

2023

SAGE Open

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Mastering clinical practice is one of the hardest tasks of nursing school. It is necessary to combine professional theoretical courses with clinical nursing practice in order to qualify competent and qualified nurses. The connection between the theoretical training and clinical nursing practice, however, has not been the subject of any research. Therefore, the aim of this study was to ascertain the connection between obstetrics and gynecology theoretical courses and obstetrics and gynecology clinical practice. To assess theoretical and Clinical Practice Correlations of Comprehensive nursing students’ performance in an Obstetrics and Gynecology Nursing Course at Woldia University, Ethiopia. A retrospective cross-sectional study employing a quantitative data collection method was carried out. The data was obtained using a data extraction checklist between September 01/2022 and September 20/2022. A total of 252 people were involved in the study, including 136 regular nursing students, 93 summer nursing students, and 23 post-basic students. Data was gathered by three nursing department academic staff members. EPI data was used to enter the obtained data, which was then exported to SPSS version 22 for analysis. Bivariate and multivariable analyses were performed, and the Spearman’s rho correlation (rs) and coefficient of determination (coef) were declared significant at a p-value of .05 and a 95% confidence interval (CI). A total of 252 study participants comprised 174 (69.1%) male and 74 (30.9%) female nursing students included in the current study Clinical success in obstetrics and gynecology was strongly and favorably correlated with academic success in obstetrics and gynecology theoretical courses (rs = 0.7–0.89), p < .05. moreover, linear regression results revealed 37.45% to coefficient determination for regular students, 38.2% to 47.3% for summer nursing students and 18.1% to 33% post-basic nursing students. To sum up, a significant positive association existed between students’ achievements in theoretical and clinical practice of obstetrics and gynecology nursing courses. Improving students’ academic performance in obstetrics and gynecology can also enhance their performance in clinical obstetrics and gynecology. However, the variance in performance in obstetrics and gynecology clinical practice was explained by academic achievement in obstetrics and gynecology theoretical courses by 22.35%.

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Emotional Intelligence and Clinical Performance of Undergraduate Nursing Students During Obstetrics and Gynecology Nursing Practice; Mizan-Tepi University, South West Ethiopia

Cited by 9 publications

References 41 publications

The level of emotional intelligence among Saudi nursing students: A cross-sectional study

The level of emotional intelligence among Saudi nursing students: A cross-sectional study

The Use of Motivational Interview in Educations to Provide Professional Nursing Care of Students

Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia

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