Relationship Between Nursing Students’ Emotional Intelligence and Their Clinical Performance During Obstetrics and Gynaecologic Nursing Practical Training

Abstract

Nursing and midwifery are stressful professions due to the requirements of patients' care. They require a high degree of self-regulation and emotional intelligence (EI). The aim of this study was to identify the relationship between nursing students' EI and their clinical performance during obstetrics and gynecologic nursing practical training. A descriptive correlational research design was utilized. The study was conducted at the faculty of nursing, Benha University. A convenience sample of all third year female students (N=98) who were registered at reproductive health nursing course at the time of study was included. Two tools were used for data collection; first tool is a structured interview schedule to collect data about the subjects' demographic characteristics and the Schutte Self Report Emotional Intelligence Test. Second tool for clinical performance evaluation it composed of performance checklist for different obstetrics and gynecologic nursing procedures and evaluation of supportive clinical performance skills. There was a positive correlation (p˂0.05) between students' EI and their total clinical performance skills. On the other hand, there was no statistically significant relation (p>0.05) between students EI and their demographic characteristics. It can be concluded that there was a significant positive correlation between students' EI and their clinical performance skills. The topic of EI should be included as a basic component of nursing curriculum in order to develop students' EI abilities. Furthermore, Training courses and seminars about EI should be conducted for the nursing educators in order to develop and improve their own and students' EI skills.

The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit

“…These results may be attributed to the acquired competencies and skills developed during EI intervention itself, as the training intervention encompasses a wide array of variety of exercises such as self-awareness activities, empathy scenarios of simulated nurse-client interaction and communication skills videos. This result was agreed with Al-Hamdan et al (2017), [36] they found that there was a positive statistical significant difference among students in relation to all EI subscales. On the other hand, this finding was incongruent with Foster et al (2017), [37] they showed that Students' EI was improved across the program except one EI subscale; managing others' emotions and there was a statistical significance increase in the using EI subscale scores over time.…”

“…This means that improving EI leads to enrichment of student practice. This result was inline with Codier et al (2009), [40] Bakr and Safaa (2012) [41] and Al-Hamdan et al (2017), [36] they revealed that there was a significant statistical correlation between total EI mean scores and total practice mean scores among nursing students. Also, Sharon and Grinberg (2018) [42] reported a positive correlation between EI and the degree of clinical success among nursing students.…”

The assessment of emotional intelligence in social care and healthcare student selection: a qualitative descriptive study

“…The assessment of emotional intelligence (EI) has recently been identified as an important part of student selection for nursing (Haavisto et al 2019). EI is reported to have a positive impact on healthcare students' overall academic performance (Chew, Zain, and Hassan 2013;Brown, Williams, and Etherington 2016;Sharon and Grinberg 2018) and especially on their clinical performance (Rankin 2013;Humphrey-Murto et al 2014;Abdel-Fatah et al 2016). Having EI seems to buffer stress, reduce anxiety and improve students' nursing performance in clinical practice (Lewis, Neville, and Ashkanasy 2017), suggesting that these skills may be essential for coping in these emotionally challenging environments (Bulmer Smith, Profetto-Mcgrath, and Cummings 2009;Michelangelo 2015;Lewis, Neville, and Ashkanasy 2017).…”

Senior nurses’ perceptions of essential soft skills for novice nurses in a private hospital in Jakarta, Indonesia: A phenomenological study

“…Nurses are responsible for bringing wellness to patients. Nevertheless, nursing is considered a stressful profession (Ibrahim et al, 2016). A nursing job is complex because they must apply competencies-knowledge, motor skills, and affection-simultaneously.…”

“…A nursing job is complex because they must apply competencies-knowledge, motor skills, and affection-simultaneously. Nursing students are prepared for those three competencies in the nursing education profession (Ibrahim et al, 2016). Some barriers would interfere with a nurses' work quality.…”