Arab American University- Palestine Faculty of Allied Medical Sciences

Nursing department

Assessment of emotional intelligence of nursing students during clinical training

Student Name:
Mohammed Ibraheem Mare 201810864
Hiba Mohammed Yasin 201920261
Mohammed fawzi alawna 201810879
Asma Azzam Dabak 201810762
Nareman Rafat Rabaya 201810276
Hadeel Anwar Izedeen 201812333
Mohammed Fakhari Atrash 201710598
Raghad waleed Hussain 201810769
Marah masud 'hasan Ali' 201812007
Bayan Ahmad abu jamous 201811272

Supervisor : Dr. Dalia Toqan

Introduction
• Emotional Intelligence refers to “the one’s capability to recognize and
manage owns and others emotions effectively” It also involves
possessing capability for motivation, creativity, and the ability to
perform at an optimal level to accomplish tasks (Holbery, 2015).
• There is growing evidence to support the relationship between
emotional intelligence and workplace performance. Furthermore,
nursing education research has yielded positive correlations between
emotional intelligence and educational outcomes (Michelangelo,
2015).
Problem Statement
• The nursing faculty plays an important role in facilitating the learning
of nursing students and shaping the students’ experience in the
clinical environment, and emotional intelligence (EI)
• By integrating emotional intelligence lessons into nursing curricula, as
some studies were intended for the relationship between nursing
students, and one of the most challenging duties of a nursing school is
to achieve mastery of clinical practice, because emotional intelligence
is linked to the clinical practice performance of nursing students
Significince of the study
• Emotional Intelligence had been approved that it had positive
outcome in clinical practice, it improves the ability of nursing students
to process emotion to direct cognitive behaviors as a problem solving.
Also, increase capability of nursing students for motivation, creativity
and the ability to perform an optimal level to accomplish tasks.
Moreover, to improve the Emotional Intelligence for nursing promote
the capability of students to recognize and manage owns and others
emotions effectively.
Research objectives
•
• To Assess the level of emotional intelligence among nursing students
during clinical training.
• To explore the relationship between demographic data of students
and the emotional intelligence levels(age, residency, academic year,
training specialty, type of hospital, and performance role)
•
Research questions:
• What is the level of emotional intelligence among nursing students
during clinical training?
• Is there a relationship between demographic data of students and the
emotional intelligence level during clinical training?
Literature Review
• Introduction
• A supportive clinical learning environment has been associated with
high work engagement and clinical performance, and enhanced
emotional intelligence development among nursing student (Tomietto
et al., 2016, and Pan et al., 2017). Research indicates that nurses with
a higher level of emotional intelligence have strong work engagement
and clinical performance (Fujino et al., 2015, and Pérez-Fuentes et
al., 2018).
 Perevious Studies

• Belayand Kassie( 2021) conducted a study to assess the relationship

between emotional Intelligence and clinical performance of
undergraduate nursing students during obstetrics and gynecology
nursing practice; Mizan-Tepi University, South West Ethiopia. Participants
include 186 students all undergraduate fourth-year nursing students of
2021 who had completed all prerequisite courses for clinical practice in
Mizan-tepi University Both male and female students whose age above
18 where included. The data was collected using Schutte Self Report
Emotional Intelligence Test (SSEIT) was used to collect the data
associated with emotional intelligence. The study revealed a strong
positive correlation between emotional intelligence and clinical practice
performance of students.
• Al-Hamdan et al. (2016) employed a descriptive, cross-sectional,
correlation comparative design to examine the relationship between
EI and job performance among Jordanian nurses. One hundred
ninety-four nurses completed the Genos Instrument for emotional
intelligence and self-report measure for clinical performance. The
study findings revealed a significant positive relationship between EI
and job performance.
• Expósito et al. (2018) conducted a study of 91 nursing students
enrolled in their last academic year of the nursing degree. The
purpose of the study was to analyze the relationship between socio-
emotional competencies and performance in simulated clinical
practices. Socio-emotional competencies (communication skills,
coping with stress, self-efficacy, engagement, etc.) were analyzed
through the use of self-administered questionnaires and performance
in high-fidelity clinical simulation sessions. Results showed that the
socio-emotional competencies of fourth-year nursing students were
associated with their performance in simulated clinical practices.
• Ibrahim (2016) utilized a descriptive correlational design to identify the
relationship between nursing students' EI and their clinical performance
during obstetrics and gynecologic nursing practical training. The sample
included 98 nursing students at Benha University in Egypt. Two tools
were used for data collection. The first tool was a structured interview
schedule to collect data on the subjects' demographic characteristics and
the Schutte Self Report Emotional Intelligence Test. The second tool, for
clinical performance evaluation, was composed of a performance
checklist of different obstetrics and gynecologic nursing procedures and
evaluation of supportive clinical performance skills. A positive correlation
(p˂0.05) between students' EI and their total clinical performance skills
was found
Methodology
Study design
• A cross-sectional study will be employed.
Study Setting:
• Arab American University- Palestine
Population and sampling
• Population will include all nursing students at nursing college at AAUP.
Convenient sample of 200 of undergraduate nursing students who will
be at clinical training in different hospitals and different specialty of
training will included in the study.
Methodology,,,cont
• Data collecting tool
• The data will be collected using the self-administered structured
questionnaires after briefly explaining the objective of the study. The
Schutte Self Report Emotional Intelligence Test (SSEIT) will be used to
collect the data associated with emotional intelligence. The tool will
be composed of two parts the first about demographic data for
students and the second part will consists of 33 items with a five-
point Likert scale that ranges from 1 (strongly disagree) to 5 (strongly
agree)about emotional intelligence that is composed of four sub-
scales: emotion perception, utilizing emotions, managing self-
relevant emotions, and managing others’ emotions.
Methodology,,,cont..
• Ethical Considerations
• Approval from IRB of AAUP ethical committee and from hospitals will be
obtained. Voluntary participation of participants in the research will be
ensured. Moreover, students who will participate in the study have rights to
withdraw from the study at any stage if they wish to do so. Privacy and
anonymity or participants will be maintained. Participants will participate
on the basis of informed consent. The principle of informed consent
involves researchers providing sufficient information and assurances about
taking part to allow individuals to understand the implications of
participation and to reach a fully informed, considered and freely given
decision about whether or not to do so, without the exercise of any
pressure or coercion.
Methodology,,,
Data Analysis
• SPSS version 23 will be used to analyze data to answer questions of
the study. Frequencies, means, standard deviation, Independent t-
test, Pearson correlation, and ANOVA will computed as appropriate
after checking all necessary assumptions and statistical significance
was declared at p<0.05.
• Data will be displayed in tables for better understanding results.
References
• Belay, A. and Kassie, A.(2021). Emotional Intelligence and Clinical Performance of Undergraduate Nursing Students During Obstetrics and
Gynecology Nursing Practice; Mizan-Tepi University, South West Ethiopia. Adv Med Educ Pract; 12: 913–922.
• - Fujino, Y., Tanaka, M., Yonemitsu, Y., & Kawamoto, R. (2015). The relationship between characteristics of nursing performance and years of
experience in nurses with high emotional intelligence. International Journal of Nursing Practice, 21(6), 876-881.
• -Holbery N. (2015) Emotional intelligence – essential for trauma nursing. International Emergency Nursing. 23(1):13-16.
• - Ibrahim, H. A. F., Elgzar, W. T. I., Mohamed, R. E., & Salem, G. M. M. (2016). Relationship between nursing students’ emotional intelligence
and their clinical performance during obstetrics and gynaecologic nursing practical training. American Journal of Nursing Science, 5(6), 240-
250.
• -Michelangelo, L. (2015). The overall impact of emotional intelligence on nursing students and nursing. Asia-Pacific Journal of Oncology
Nursing, 2(2), 118–124. doi:10.4103/2347-5625.157596
• - Pan, X., Mao, T., Zhang, J., Wang, J., & Su, P. (2017). Psychological capital mediates the association between nurses' practice environment
and work engagement among Chinese male nurses. International Journal of Nursing Sciences, 4(4), 378-383.
• - Pérez-Fuentes, M., Molero Jurado, M., Gázquez Linares, J., & Oropesa Ruiz, N. (2018). The role of emotional intelligence in engagement in
nurses. International Journal of Environmental Research and Public Health, 15(9), 1915.
• - Rice, E. (2015). Predictors of successful clinical performance in associate degree nursing students. Nurse Educator, 40(4), 207-211.
• - Tomietto, M., Comparcini, D., Simonetti, V., Pelusi, G., Troiani, S., Saarikoski, M., & Cicolini, G. (2016). Work-engaged nurses for a better
clinical learning environment: A ward-level analysis. Journal of Nursing Management, 24(4), 475-482