The correlation between emotional intelligence and clinical competence in nurses working in special care units: A cross-sectional study

Dehnavi, Mohammad; Estebsari, Fatemeh; Kandi, Zahra Rahimi Khalifeh; Milani, Arezoo Sheikh; Hemmati, Mahshid; Nasab, Abdollah Farhadi; Mostafaie, Davoud

doi:10.1016/j.nedt.2022.105453

Cited by 3 publications

(5 citation statements)

References 31 publications

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“…In pocket studies, which are small-scale studies that are conducted in a clinical setting, the mean scores of nurses' clinical competence have been shown to be above average [ 15 – 17 ]. For example, a pocket study of nurses in emergency departments found that the mean score was 104.2 [ 18 ]. The components of clinical competence that have been studied most often include knowledge, skills, attitudes, and practice.…”

Section: Introductionmentioning

confidence: 99%

“…Nurses' clinical competence is influenced by a variety of factors, including their background, training, and experience [ 24 , 25 ]. Other factors that have been associated with nurses' clinical competence include attitudes, personality, evaluation of the quality of nursing care [ 26 ], emotional intelligence, self-efficacy [ 27 ], critical thinking [ 28 ], job satisfaction [ 29 ], the autonomy of nurses [ 25 ], and prudence [ 28 ]. Studies conducted in Korea and Iran have also found that nurses with high compassion satisfaction (CS) and low compassion fatigue (CF) (burnout (BO) and secondary traumatic stress) tend to have higher clinical competence [ 24 , 30 ].…”

Section: Introductionmentioning

confidence: 99%

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Clinical Competence of Nurses and the Associated Factors in Public Hospitals of Gamo Zone, Southern Ethiopia: A Cross-Sectional Study

Shibiru,

Aschalew,

Kassa

et al. 2023

Nursing Research and Practice

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Introduction. Nursing competency is an essential component for improving the quality of care in the healthcare system. However, assessing competency solely on the dimensions of skills and knowledge does not provide complete picture of a nurse ability to provide quality patient care. This is because it lacks focus on the nurse’s attitudes and values, which are also important determinants of clinical competence. Therefore, this study aimed to assess the comprehensive clinical competence of nurses and its associated factors in public hospitals of Gamo Zone, Southern Ethiopia. Materials and Methods. A cross-sectional study was conducted using a census method to collect information from nurses through self-administered questionnaires. The data were entered into EpiData version 3.1 and exported to Stata version 15 for analysis. A linear regression model was used to identify factors associated with clinical competence. Results. In this study, the average clinical competence of nurses was 177.32, with a standard deviation of 19.19, and 31.2% of the respondents had a high level of clinical competence. Associated factors identified with clinical competence include gender, age, marital status, qualification, position, work experience, unit, interest in their profession, critical thinking disposition, clinical self-efficacy, and emotional intelligence. Conclusions. The overall level of clinical competence among nurses in this study was moderate. As such, nurses improve their clinical competence by receiving training and development opportunities that focus on critical thinking, clinical self-efficacy, and emotional intelligence; working in a supportive work environment that encourages them to take risks and learn from their mistakes; and being monitored and coached on a regular basis.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Clinical Competence of Nurses and the Associated Factors in Public Hospitals of Gamo Zone, Southern Ethiopia: A Cross-Sectional Study

Shibiru,

Aschalew,

Kassa

et al. 2023

Nursing Research and Practice

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“…Although there is a dearth of literature regarding the relation between emotional intelligence and quiet quitting, evidence suggests a positive impact of emotional intelligence on several work-related variables. In particular, several studies showed that emotional intelligence had a positive effect on work performance [27] – [31] , job satisfaction [9] , [26] , [27] , organizational commitment [44] , and clinical competence [45] among nurses. Since nurses are usually exposed to high levels of responsibility, stress, and emotional demands, emotional intelligence is a crucial tool to achieve the most beneficial outcomes.…”

Section: Discussionmentioning

confidence: 99%

Emotional intelligence protects nurses against quiet quitting, turnover intention, and job burnout

Galanis,

Katsiroumpa,

Moisoglou

et al. 2024

AIMSPH

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<abstract><sec> <title>Background</title> Emotional intelligence can improve nurses' interpersonal and coping skills, job performance, and resilience. However, there is a dearth in the literature on whether emotional intelligence affects levels of quiet quitting, turnover intention, and job burnout in nurses. </sec><sec> <title>Objective</title> We examined the relationship between emotional intelligence, quiet quitting, turnover intention, and job burnout. </sec><sec> <title>Methods</title> We conducted a cross-sectional study in Greece with a convenience sample of 992 nurses. We used the following valid tools to measure our study variables: the Trait Emotional Intelligence Questionnaire-Short Form, the Quiet Quitting Scale, and the single item burnout measure. </sec><sec> <title>Results</title> The mean age of our nurses was 42.2 years. After controlling for gender, age, work experience, shift work, and understaffed department, the multivariable linear regression models indicated significant negative relationships between emotional intelligence and quiet quitting, turnover intention, and job burnout. Specifically, self-control reduced detachment, lack of motivation, job burnout, and turnover intention. Moreover, emotionality reduced detachment, lack of motivation, and lack of initiative. Sociability reduced lack of initiative and lack of motivation, while well-being reduced lack of motivation, job burnout, and turnover intention. </sec><sec> <title>Conclusion</title> Emotional intelligence reduced quiet quitting, turnover intention, and job burnout in nurses. Therefore, nurse managers and policy-makers should apply interventions to optimize the emotional intelligence profiles of nurses. </sec></abstract>

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“…These aspects are also critical for the delivery of safe and quality nursing care to patients [ 23 ]. Communication skills, empathy and EI are fundamental aspects for identifying patients’ needs, increasing nurses’ clinical competence and providing better patient care [ 25 ]; however, they are not evaluated during nursing students’ training [ 21 ]. Although the literature indicates that the levels of these variables may vary according to the participants’ characteristics and as the training of nursing students progresses, after being exposed to complex real-life situations and human suffering without adequate preparation and training [ 26 , 27 , 28 ], the explanation may lie in the time constraints of curricula which lead to nurses’ clinical competence being prioritized rather than their emotional skills [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

“…These needs are met by developing a positive and trusting relationship with the person being cared for, as well as with his or her family [ 39 ]. A positive and trusting nurse–patient relationship based on effective communication is essential for providing high-quality basic care [ 25 ]. Once this relationship is established, the nurse can work to meet the patient’s fundamental psychosocial and physical needs.…”

Section: Introductionmentioning

confidence: 99%

Influence of Emotional Skills on Attitudes towards Communication: Nursing Students vs. Nurses

Giménez-Espert

Maldonado

Prado-Gascó

2023

IJERPH

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Communication in nursing is essential to the quality of care and patients’ satisfaction, and personal variables such as empathy and emotional intelligence (EI) can improve it; however, no studies have to date analyzed these competencies and their relations among nursing students compared with nurses. The aims of this study are, therefore, to analyze the differences between nursing students and nurses in the means for empathy, EI and attitudes towards communication in order to assess the impact of empathy and EI on nurses’ and nursing students’ attitudes towards communication, and their influence on the behavioral dimension of attitude. A cross-sectional descriptive study was performed on a convenience sample of 961 nursing students and 460 nurses from the Valencian community, Spain. T-test and hierarchical regression models (HRM) were used. The data was collected in the selected universities in the 2018/2019 academic year. The results showed high levels in all the variables analyzed (i.e., empathy, EI, and attitudes towards communication) in both samples. The HRM results suggested that empathy was a better predictor than EI of the attitudes towards patient communication among both the nursing students and nurses. In the behavioral dimension of the attitude, the cognitive and affective dimensions had greater weight than the emotional component (i.e., empathy and EI). Developing empathy and the cognitive dimension of the attitude in nursing students and nurses could, therefore, help improve EI and attitudes towards communication. These findings are important for developing intervention programs adjusted to real needs.

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The correlation between emotional intelligence and clinical competence in nurses working in special care units: A cross-sectional study

Cited by 3 publications

References 31 publications

Clinical Competence of Nurses and the Associated Factors in Public Hospitals of Gamo Zone, Southern Ethiopia: A Cross-Sectional Study

Clinical Competence of Nurses and the Associated Factors in Public Hospitals of Gamo Zone, Southern Ethiopia: A Cross-Sectional Study

Emotional intelligence protects nurses against quiet quitting, turnover intention, and job burnout

Influence of Emotional Skills on Attitudes towards Communication: Nursing Students vs. Nurses

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