The role of Emotional Intelligence in Engagement in Nurses

Fuentes, María del Carmen Pérez; Molero, Ma del Mar; Gázquez, José J.; Orpesa, Nieves Fátima

doi:10.20944/preprints201806.0221.v1

Cited by 41 publications

(51 citation statements)

References 16 publications

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“…However, some individual variables have also been associated with the development of participation in health workers. Among them, self-efficacy [28] and emotional intelligence [29,30]. Participation in nursing improves the quality of service and care.…”

Section: Engagement In Nursing Professionalsmentioning

confidence: 99%

The mediating role of cognitive and affective empathy in the relationship of mindfulness with engagement in nursing

et al. 2020

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Background: The work of health professionals is characterized by a high demand for psychological and emotional resources and high levels of stress. Therefore, the promotion of commitment and job well-being through strategies such as increased mindfulness, is important among nursing workers. Although mindfulness has shown positive effects in the health field, few studies have explored the mechanisms and processes underlying these results. We investigated the mediating role of empathy (cognitive/affective) in the effect of mindfulness on the dimensions of engagement in nursing professionals. Methods: Sample was comprised of 1268 Spanish nurses between 22 and 62 years old, that completed the Utrecht Labor Engagement Scale and the adapted versions of Mindful Attention Awareness Scale and Basic Empathy Scale. The relationship between variables to be included in the regression analyses, bivariate correlations were carried out, and the descriptive statistics of these variables were also found. To estimate the mediation model was used, in this case for multiple mediation effects. Results: Mindfulness is found to affect the Vigor and Dedication factors of engagement through cognitive empathy. While for the Absorption factor, the affective component of empathy also exerts a mediating role, although weaker than cognitive empathy. Cognitive empathy, as an individual factor, was shown to have a mediating effect between mindfulness and the factors of engagement in healthcare workers.

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Section: Engagement In Nursing Professionalsmentioning

confidence: 99%

The mediating role of cognitive and affective empathy in the relationship of mindfulness with engagement in nursing

et al. 2020

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“…Accordingly, personal resources influence work motivation as they help workers to deal with the adverse effects of job demands [23]. Examples of personal resources are optimism [22], psychological capital [24], or emotional intelligence [25,26]. Workers high in personal resources are more likely to accept setbacks and failures as normal instead of a lack of worthiness because they have a more resilient way to perceive and deal with daily job demands [27].…”

Section: Emotional Intelligence and Teachers' Withdrawal Intentionsmentioning

confidence: 99%

The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach

Mérida-López

Extremera

Sánchez‐Álvarez

2020

IJERPH

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This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model—that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.

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“…Emotionally intelligent nurses are self-compassionate [6] and they show higher organizational commitment [7] and work engagement [8].…”

Section: Introductionmentioning

confidence: 99%

Comparing emotional intelligence between would-be and practicing medical professionals of Kathmandu

Adhikari¹

2019

Int Med

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Background: Emotional intelligence is the ability to know and manage emotions. In Nepal, studies about emotional intelligence have rarely been conducted among medical professionals. Methods: A survey research was conducted using a convenient sample of 150 medical professionals including doctors, nurses, pharmacists, and lab technicians from six hospitals of Kathmandu. The Assessing Emotions Scale (AES) was used to measure the emotional intelligence of the participants. Results: Practicing professionals (M=113.17, SD=17.41) and would-be (i.e. interns) professionals (M=124.55, SD=6.41) were compared, t(148)=-5.433, p<0.05. There was a difference in emotional intelligence level between them. Conclusions: Emotional intelligence is affected by gender, religion, and education of medical professionals. Practicing professionals are more emotionally intelligent than would-be professionals. Practicing professionals are similar to would-be professionals in terms of the perception of emotion but different in terms of emotion management, social skills, and utilization of emotions.

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The role of Emotional Intelligence in Engagement in Nurses

Cited by 41 publications

References 16 publications

The mediating role of cognitive and affective empathy in the relationship of mindfulness with engagement in nursing

The mediating role of cognitive and affective empathy in the relationship of mindfulness with engagement in nursing

The Interactive Effects of Personal Resources on Teachers’ Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach

Comparing emotional intelligence between would-be and practicing medical professionals of Kathmandu

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