Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model

Abstract

Background Internship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns. Methods A cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson’s correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis. Results The mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that “managing emotions” and “facilitating thought” of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on “managing emotions” and “facilitating thought”. Conclusions EI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools.

Relationship Between Emotional Intelligence and Self-Esteem among Nursing Students

“… Tajpreet and Maheshwari (2015) revealed a favorable relationship between EI and self-esteem ( r = 0.64) in a study of youths in Faridkot, Punjab. Assessing the relationship between EI and self-esteem among nursing students is essential for promoting student well-being, preparing for clinical practice, enhancing patient-centered care, facilitating personal and professional growth, informing educational interventions, and contributing to research and scholarship in nursing education and practice ( Dou et al, 2022 ). Nurturing EI skills among nursing students can positively impact their self-esteem, ultimately benefiting both their personal development and their effectiveness as healthcare professionals.…”

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

“… 26 A similar situation was also found in China, where students’ emotional intelligence influences their clinical performance. 27 In a study with medical residents during the pandemic, researchers found that emotional intelligence partially protects against burnout and the well-being of residents during their residency. 28 Our study revealed that the variable emotional intelligence was associated with the variable concern about returning to face-to-face classes.…”

Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review

“…The COVID-19 pandemic has posed a major challenge to the mental health and emotional wellbeing of the population, and the numerous psychological consequences caused by the pandemic can be seen in the increased demand for care. Available evidence indicates that soft skills training provides tools for coping with such disturbances and improving adaptation and resilience [ 62 , 63 , 64 , 65 ]. Recent studies have observed the benefits of IE during the pandemic, including reduced intensity of negative emotions and lower prevalence of anxiety and depression [ 66 , 67 ].…”