Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students

Por, Jitna; Barriball, Louise; Fitzpatrick, Joanne; Roberts, Julia

doi:10.1016/j.nedt.2010.12.023

Cited by 320 publications

(306 citation statements)

References 37 publications

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“…This subject was proposed for the first time in 1990 by Salvy and Meyer (9) and quickly found an important spot in the factors under study within educational systems, so much so that it has been presented by many experts and educational systems in the world as an important theoretical and scientific structure (10,11).…”

Section: Introductionmentioning

confidence: 99%

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Ranjbar¹,

Khademi²,

Areshtanab³

2017

Acta Facultatis Medicae Naissensis

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SU M M A RYAcademic achievement is one of the most important concepts in the field of education. Although emotional intelligence, as a key factor in academic achievement, has been studied in various studies, yet the results obtained are not in harmony with each other and the topic is yet under debate. In order to fill in this informational vacuum, the present research was undergone using a meta-analysis method.In order to make a thorough search to find articles within the Iranian context, key words such as "Emotional Intelligence" AND (Emotional OR Intelligence) AND "academic achievement" OR "academic status" AND "Student" AND "Iran", were used without limitation in dates or language in the following sites: Medline, Scopus, ScienceDirect, Web of Knowledge, Ovid, Wiley, Google Scholar, and Persian databases such as SID, Irandoc and Magiran. The random effect model was utilized for statistical pooling.A total of 23 articles were chosen to enter the meta-analysis. The pooled results showed a meaningful relationship between emotional intelligence and academic achievement (Pooled Correlation = 0.157; 95% CI, 0.081-0.231). The Cochran Q (Q = 145:126, p = 0.000) and I 2 = 84.84% index indicated a high heterogeneity among the articles entering the meta-analysis. In subgroup analysis, the students in state universities had more summary effect (0.177; 95% CI, 0.085 -0.267) compared to the ones studying in private ones (0.118; 95% CI, 0.024-0.255). No sign of publication bias was found.A weak correlation was seen between emotional intelligence and educational achievement in the context of Iranian university students. It seems that the relationship of these concepts may be affected by other factors in this setting, so this calls for further studies in this field.

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Section: Introductionmentioning

confidence: 99%

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Ranjbar¹,

Khademi²,

Areshtanab³

2017

Acta Facultatis Medicae Naissensis

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“…11 Nursing is considered one of the most stressful occupations because it imposes stress on many job holders and the nurses encounter different stressful situations due to the nature of the profession. 12 Preparing students to take over their job responsibilities and to do care duties safely and effectively is one of the most challenging duties of nursing schools. Recently, nursing schools and authors of nursing knowledge have emphasized the importance of emotional intelligence in enhancing nursing students' performance.…”

Section: Introductionmentioning

confidence: 99%

“…2 The results of Por's study are consistent with our findings. 12 In the studies of Beauvais et al and Codier et al, although the clinical competence of nurses was also assessed and different measuring tools were used to measure emotional intelligence and clinical competence, the results showed a positive relationship between emotional intelligence and clinical performance. 18 The results of this study also showed that, of the five subscales of emotional intelligence (self-motivation, selfawareness, self-control, social awareness and social skills), there was a significant relationship between social skills and clinical competence.…”

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Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

Mahni¹,

Vahidi²,

Jabraeili³

2015

Res dev med edu

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Introduction: Preparing students to take over job responsibilities is one of the most challenging duties of nursing schools. The focus of nursing education should be on helping students to achieve high levels of competence in nursing care and identify factors for reinforcing it. Since desirable results have not been reported on clinical competencies of nursing students, achieving skills to control their emotions could be effective. Thus, this study aimed to investigate the relationship between emotional intelligence (EI) and clinical competencies. Methods: In this correlational study, all nursing students in semesters 6, 7 and 8 were studied after determining the sample size in Tabriz University of Medical Sciences. The data were collected using three questionnaires of demographic data, the Emotional Intelligence Sharing -Sybrya and a short clinical competence. The data analysis was done through descriptive and inferential statistics using SPSS 18. Results:The results of the present study showed that the total EI score and clinical competence of students was more than moderate. The relationship between total EI and clinical competence was significant. Among the subscales of EI, there was a significant relationship between social skills and clinical competence. Conclusion:The relationship between the total emotional intelligence score and clinical competence of students in this study indicated the necessity and importance of emotions in decision-making to act properly within a clinical setting. Therefore, taking part in courses designed for learning skills of emotion perception and stress management in the workplace seem to be essential. Abstract Article infoArticle Type:Original Research

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“…Furthermore, a recent report by Por, Barriball, Fitzpatrick, and Roberts (2011) into the relationship between emotional intelligence, and stress and well-being in student nurses suggests that an increased feeling of control and emotional competence assists student nurses to actively assume effective coping strategies to deal with stress, thus increasing their subjective well-being. Whilst the current study relates to pharmacy technicians who are in a different and less stressful environment to nurses, they nonetheless experience challenging situations such as dealing with recovering addicts as outlined in the examples above, and also armed robberies and other criminal activity such as prescription forgery.…”

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confidence: 99%

Work placement reflective assessments and employability enhanced through highlighting graduate attributes.

Dunne¹

2017

JTLGE

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This paper reports on a study which investigated the effect of activities to promote awareness of specific prioritised graduate attributes on the quality of reflection displayed in student work-placement reflective blog assessments. The focus of the paper is on the results from a thematic analysis of reflective writing assisted by NVivo software from a control and research group, using the a priori codes of 'reflection' and 'graduate attributes', as part of a Participatory Action Research study. The findings show an increase in reflection associated with graduate attributes in the research group compared to the control group. More importantly, there is evidence of an increase in the variety of graduate attributes being discussed by the research group, with the specifically prioritised attributes featuring most frequently. Additionally, the research group were much more likely to explicitly identify the skill or attribute by name. This shows that activities that emphasise graduate attributes within a curriculum in advance of entering an internship or work-placement can help students by providing a focal point to frame their work-placement experiences in their reflective assessments. Students have an increased tendency to frame their placement experiences in terms of graduate attributes, as well as core skills developed in the curriculum. This consequently broadens their reflection and advances their employability, particularly initially securing employment, through improved articulation and evidencing of their transferable skills. It also provides a means of assessing the development of graduate attributes, which is a challenging but necessary academic task in a modern professional curriculum.

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Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students

Cited by 320 publications

References 37 publications

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

Work placement reflective assessments and employability enhanced through highlighting graduate attributes.

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