The Emotional Intelligence and the Associated Factors among Nursing Students

Introduction: Emotional intelligence, or the capacity to cope one’s emotions, makes it simpler to form good connections with others and do caring duties. Nursing students can enroll a health team in a helpful and beneficial way with the use of emotional intelligence. Nurses who can identify, control, and interpret both their own emotions and those of their patients provide better patient care. The purpose of this study was to assess the emotional intelligence and to investigate the relationship and differences between emotional intelligence and demographic characteristics of nursing students. Methods: A cross-sectional study was carried out on 381 nursing students. Data collection was completed by “Schutte Self Report Emotional Intelligence Test”. Data were analyzed with the Statistical Package for Social Science. An independent t test, ANOVA, and Pearson correlation, multiple linear regression were used. Results: The results revealed that the emotional intelligence mean was 143.1 ± 21.6 (ranging from 33 to 165), which is high. Also, the analysis revealed that most of the participants 348 (91.3%) had higher emotional intelligence level. This finding suggests that nursing students are emotionally intelligent and may be able to notice, analyze, control, manage, and harness emotion in an adaptive manner. Also, academic year of nursing students was a predictor of emotional intelligence. Furthermore, there was positive relationship between the age and emotional intelligence (p < 0.05). The students’ ability to use their EI increased as they rose through the nursing grades. Conclusion: This study confirmed that the emotional intelligence score of the nursing students was high. Also, academic year of nursing students was a predictor of emotional intelligence. In addition, a positive relationship was confirmed between the emotional intelligence and age of nursing students. .

Correlation between critical thinking and emotional intelligence:a national crosssectional study on operating room nursing students in Iran

Objective:According to the World Federation of Medical Education,critical thinking should be part of the training of medical and paramedical students.Professionals can improve the quality of care of patients after surgery by having or acquiring this skill in health care.Also,Emotional intelligence is introduced as an impor tant and effective factor on the professional performance and mental health of healthcare professionals.Thus,the present study was designed and implemented to determine the relationship between emotional intelligence and critical thinking among operating room nursing students of medical sciences universities in Iran.Methods:This cross-sectional study was done on 420 operating room students in 10 top medical sciences universities of Iran in 2022.The sampling method in this research was multistage sampling.The data collection instruments included demographic characteristics,Rickett's critical thinking,and Bradberry-Greaves'emotional intelligence questionnaires.After receiving the ethics code,data collection was done for 2 months.For data analysis,descriptive and inferential analyses including independent t-tests,analysis of variance,and Pearson correlation were used.The collected data were analyzed by SPSS 18(IBM Corporation,Armonk,New York,United States).P-value<0.05 was considered significant.Results:The mean age of the students participating in this study was 23.02±3.70 years,with women constituting 67.4%of them.The results of data analysis indicated that the mean total score of critical thinking and emotional intelligence was 124.10±37.52 and 114.12±43.63,respectively.A direct significant correlation between critical thinking and emotional intelligence(r=0.459,P-value<0.001)and a significant relationship between gender and emotional intelligence(P-value=0.028)were found.Conclusions:Based on the present study results,educational managers in the Ministry of Health are suggested to consider suitable educational programs for improving critical thinking and emotional intelligence to enhance the quality of care provided by students in operating rooms.

Personality Traits, Thinking Styles, and Emotional Intelligence in Nursing, towards Healthcare Providers’ Characterization and Safer Patient Care

Background: This study explored nursing personality traits (Big Five Inventory BFI), emotional intelligence (EI), and thinking styles (Rational, RS, and Experiential, ES) together with demographic data to see how they could relate and the implication of this on nurses and patient safety. Design: A cross-sectional study. Methods: Nursing sample (n = 435). Participants completed a self-report online survey, which included demographic information, followed by questionnaires to measure personality traits, thinking styles, and emotional intelligence. Results: Spearman’s rank correlation was computed to assess the relationship between EI and Extraversion;there was a moderate positive correlation between the two variables, r = 0.487, p r = 0.731, p r = 0.723, p r = -0.666, p r = 0.467, p Conclusion: Different studies consolidated each other, and all converge and channel into the concept of characterization of healthcare providers for better support to them and safer patient care. EI correlated with all BFI components, and both positively impacted all desirable behaviors. Therefore, it would be valuable if organizations invested in increasing EI in their providers as it might highlight areas for improvement and equip providers with appropriate and advantageous coping strategies.

Mediating effect of self-efficacy in relationship between emotional intelligence and clinical communication competency of nurses

Objective:This study investigates the emotional intelligence(EI),self-efficacy,and clinical communication ability of clinical nurses to explore the correlation among these three variables,and verify the mediating effect of self-efficacy on relationship between EI and communication skills.Methods:A total of 865 nurses were recruited and investigated using Wong and Law's Emotional Intelligence Scale,General Self-Efficacy Scale,and nurse clinical communication scale.Results:The scores for EI and self-efficacy of nurses were 14.23±2.61 and 25.36±5.67,respectively,which were lower than the international norm(p<0.01).The score for clinical communication ability of nurses was 4.14±0.53.The clinical communication competency of nurses was positively correlated with EI and general self-efficacy.Furthermore,selfefficacy played an intermediary role between EI and clinical communication commitment.Conclusion:Nursing administrators can improve the clinical communication ability of nurses by enhancing their self-efficacy and EI.

Emotional intelligence in professional nursing practice:A concept review using Rodgers's evolutionary analysis approach

Background:Knowledge around emotional intelligence originated in the 1990s from research regarding thoughts,emotions and abilities.The concept of emotional intelligence has evolved over the last 25 years;however,the understanding and use is still unclear.Despite this,emotional intelligence has been a widely-considered concept within professions such as business,management,education,and within the last 10 years has gained traction within nursing practice.Aims and objectives:The aim of this concept review is to clarify the understanding of the concept emotional intelligence,what attributes signify emotional intelligence,what are its antecedents,consequences,related terms and implications to advance nursing practice.Method:A computerized search was guided by Rodger's evolutional concept analysis.Data courses included:CINAHL,PyschINFO,Scopus,EMBASE and ProQuest,focusing on articles published in Canada and the United Stated during 1990e2017.Results:A total of 23 articles from various bodies of disciplines were included in this integrative concept review.The analysis reveals that there are many inconsistencies regarding the description of emotional intelligence,however,four common attributes were discovered:self-awareness,self-management,social awareness and social/relationship management.These attributes facilitate the emotional well-being among advance practice nurses and enhances the ability to practice in a way that will benefit patients,families,colleagues and advance practice nurses as working professionals and as individuals.Conclusion:The integration of emotional intelligence is supported within several disciplines as there is consensus on the impact that emotional intelligence has on job satisfaction,stress level,burnout and helps to facilitate a positive environment.Explicit to advance practice nursing,emotional intelligence is a concept that may be central to nursing practice as it has the potential to impact the quality of patient care and outcomes,decision-making,critical thinking and overall the well-being of practicing nurses.

New AI-IP-EI Trilogy Opens Innovation to New Dimensions;Another Chip in “the Innovation Wall”, What About Emotional Intelligence (EI)?

The red thread of the AI-IP-EI Trilogy fate of this study, may have the appearance of a pot-pourri of intellectual and intelligence natures, as a matter of fact that it emanates from the genesis and practical synergism of the trilogy components. Concretely: The paper goes from: AI (Artificial Intelligence)—to the related IP (Intellectual Property) domain—to the relevance of EI (Emotional Intelligence);thus, forming the new AI-IP-EI Trilogy and its attributes and specific impacts to the new innovation process, and business model dimensions. These impacts are outlined and illustrated in part in essays of specific sections and all along. Several concrete study cases are used in the various dedicated sections;such as cases respective to the inventor status, and the EI factor, to the sport education innovative dimension, as well as to biases as inevitably promoting and revealing, to drastically enlarge open innovation supported by constructivism and creations of musical group as a model of open reflexive education. Overall resulting adapted business models appear to have a massive potential, and a multidimensional reach with a necessary attention to the IP policy on going definition. The durable green dimension is exemplified as well. The Ethics-plus, “@LEAST?”, said corpus is proposed. Could a human centric, AI-adapted-IP policy, internationally embraced, take part to some level of arbitrage, normative and enduring reliability in the field of interest? This seems to be “en route”. Shall the EI (Emotional Intelligence) factor be supervised? Likely so. Is traditional open innovation renewed to a more comprehensive, more inclusive dimension reminding best business practice and now “beyond”? Definitely, and will remain an opportunity, all along the 4IR quantum game changer to come. Neither seeking an in-depth expert analysis, nor a grand public over-simplified bavardage, of the trilogy, AI-IP-EI, four authors here propose an illustrated view of scientific, educational, visionary, demonstrative value to the subject matter. They are aged about 30-40-50-60, being IP & Innovation strategist, future IP lawyer, children-teacher and professional academy sport coach, illustrator and bio-advanced materials engineering “Fellow Scientist”. With experience of large and smaller organizations, being involved innovators, inventors and private artists as well, they are sharing their “non-jargonized down-to-earth”, forward looking views through a structured analysis of the trilogy using realistic examples and data from rather diverse specialized independent sources, biotechnology, nanomaterials, sport… New invention and inventorship is been “reconceptualized” at least from an “insighter or insider” viewpoint, and sport team approach more broadly revisited from its academy level to its commercial asset impact, via educational virtues and values. Music group constructivism enters the scene as well with its exemplary reflexivity and alterity valued for open innovation. Science is the prime lead. “Emotional intelligence, EI, is still an emerging area within AI” and beyond? A new open innovation scheme is taking place. This prompted our intention to further contribute to this matter. Is EI, the tree gently challenging the wind? Generated by AI and IP streams and scientific applications therewith? Naturally. Conclusions are encouraging the follow-up of promising orientations underlined by the AI-IP-EI Trilogy, favoring human centric feature adoptions.

How to Improve Emotional Intelligence and Social Skills among Adolescents: The Development and Test of a New Microexpressions Training

This study focused on the development of emotion recognition of adolescents through the use of a microexpression training. The results showed that the new microexpression training developed for adolescents significantly affected the adolescents’ ability to detect microexpressions, however, it did not change their overall emotional intelligence and social skills. It was also found that girls had a better ability of detecting microexpressions, before and after the training. Emotion recognition is an essential element of emotional intelligence, therefore, the present study makes an important contribution by developing, and showing effectiveness of a new microexpression training designed for adolescents.

Cross Intelligence Evaluation for Effective Emotional Intelligence Estimat

Afamous psychologist or researcher,Daniel Goleman,gave a theory on the importance of Emotional Intelligence for the success of an individual’s life.Daniel Goleman quoted in the research that“The contribution of an individual’s Intelligence Quotient(IQ)is only 20%for their success,the remaining 80%is due to Emotional Intelligence(EQ)”.However,in the absence of a reliable technique for EQ evaluation,this factor of overall intelligence is ignored in most of the intelligence evaluation mechanisms.This research presented an analysis based on basic statistical tools along with more sophisticated deep learning tools.The proposed cross intelligence evaluation uses two different aspects which are similar,i.e.,EQ and SQ to estimate EQ by using a trained model over SQ Dataset.This presented analysis ensures the resemblance between the Emotional and Social Intelligence of an Individual.The research authenticates the results over standard statistical tools and is practically inspected by deep learning tools.Trait Emotional Intelligence Questionnaire-Short Form(TEIQue-SF)and Social IQ dataset are deployed over aMulti-layered Long-Short TermMemory(M-LSTM)based deep learning model for accessing the resemblance between EQ and SQ.The M-LSTM based trained deep learning model registered,the high positive resemblance between Emotional and Social Intelligence and concluded that the resemblance factor between these two is more than 99.84%.This much resemblance allows future researchers to calculate human emotional intelligence with the help of social intelligence.This flexibility also allows the use of Big Data available on social networks,to calculate the emotional intelligence of an individual.

The Relationship between Executive Functioning and Emotional Intelligence in Children with Autism Spectrum Disorder

Children with Autism Spectrum Disorder (ASD) demonstrate marked deficits in the ability to initiate, maintain and sustain meaningful social interaction. While the social-emotional deficits represent a core set of problems, persons with ASD also demonstrate significant problems in initiating, sustaining and maintaining appropriate goal directed behaviors. Emotional Intelligence (EI) is a construct that has been successfully applied to a range of skills that allow for the prediction of competent human social behavior. Executive Functions (EF) refer to constructs involving cognitive abilities necessary for initiating, sustaining and maintaining purposeful goal-oriented behavior. While both children and adults with ASD have previously shown to have atypical patterns of EF skills, little is known about EI in either children or adults with ASD. Moreover, there is no study examining the relationship between EI and EF that has been reported in individuals with ASD. The current study examined the relationship between EF and EI in children with ASD. Twenty children with ASD were compared to twenty neurotypical children on self-report and clinical assessments of EI and EF. Although the relationship between EF and EI was not statistically significant, results showed that children with ASD have deficits in interpersonal skills, intrapersonal skills and overall EI when compared to their neurotypical peers. These results suggest that EF and EI are relatively independent domains of development that show compromise in persons with ASD and each may be necessary to support typical socially directed behaviors.

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.

Mindfulness Intervention on Adolescents’Emotional Intelligence and Psychological Capital during the COVID-19 Pandemic:A Randomized Controlled Trial

Background:Since the outbreak of COVID-19 caused adults suffer from mental disorders,it would be an essen-tial for psychologist to help individuals overcome mental disorders.Objective:This study aim to explore whether the intervention of mindfulness is an efficient method to enhance adolescents’emotional intelligence(EI)and psychological capital(PC)to provide a theoretical basis and future directions for both targeted crisis intervention and psychological trauma recovery plans.Design:This research was designed as randomized controlled trial and total of 798 students were evaluated statistically.Methods:We used paired-sample t-tests and repeated measures ANOVA to compare every factor defined above by time and group.Then,we used Mplus to build LGCM to examine the trajectory of changes in EI and PC in the experimental group.Results and Conclusions:(1)The EI and PC scores had significantly different time points in the experimental group but not in the control group.(2)EI and PC tended to increase with intervention,and there were significant individual differences in the initial level and development speed.(3)Individuals’EI could promote the growth of PC.This research indicated that mindfulness should be given increasing consideration to enhance mental health during the worldwide outbreak of COVID-19.

The 7MTF:A Practical Tool to Lift Your Emotional Intelligence

The current models of emotional intelligence have limited practical appeal for business people.Salovey and Mayer's Emotional Blueprint Model was rejected by 16 of the 43 reviewers on Amazon as utter rubbish and superficial.Paul Ekman's microexpressions are real but only accurately seen and interpreted by trained experts using slow-motion filming.Daniel Goleman and his colleagues'18 element Competency Model is far too many for practical use and uses self-report tests that are notoriously unreliable and generally have limited validity.When the author first read Emotional Intelligence in 1995,he knew how to solve Goleman's problem.Goleman had developed an excellent model of emotional intelligence and why it is important;but admitted in Appendix that he did not have a model of core emotions.What he did have was a model of emotional intensity.The whole focus of the world emotional intelligence research has been on emotions occasionally spreading into moods.Researchers should be working in the reverse direction.The first person to do this was Rosanoff in 1924 who proposed a temperament model based on four mental disorders and fifth controlling factor,the Normal.In 1935,Humm and Wadsworth took Rosanoff's model and developed a personality test using factor analysis that had seven factors.The author learnt the Humm-Wadsworth Model in 1973 and used it very successfully in a sales and management career and wrote a book Empathy Selling,where the author changed the names to less pejorative terms.In 2007,the author started working full time in EQ and realised some of the mental illnesses were wrong.This led to the 2016 7MTF(Seven Motivational Temperament Factors)Model.The original Humm-Wadsworth factors of Normal,Manic,Depressive,Autistic,Paranoid,Epileptoid,and Hysteroid have been replaced with the 7MTF factors of Regulator,Socialiser,Doublechecker,Artist,Politician,Engineer,and GoGetter.Thankfully,the five most common 7MTF factors match the Five Factor Model.

Cross-Cultural Study of Historical Effects on Emotional Intelligence Among Young Adults

This study investigates historical and cultural effects on one component of emotional intelligence,the ability to recognize and report on one’s emotions.This study suggests a novel influence on emotional intelligence,an individual’s historical context.Samples of young adults,from Kyrgyzstan,former Soviet Republic in Central Asia,and the USA were assessed using the Toronto Alexithymia Scale (TAS-20)(Bagby,Parker,& Taylor,1994) in 2002 and again in 2012,and in 2018.Significant historical cohort effect,significant interaction effect,and gender effects were found.

Emotional intelligence and its impacts on the clinical performance of nurses in general public hospitals

Objectives:The nursing profession is considered to be at a high risk of workplace stress,workload,and burnout due to the high job demands.The nurses require the appropriate and prompt coping mechanisms to relieve the effects of stress.The nurses have to be emotionally intelligent to overcome the work-related stress to meet the clinical-based duties.But there is a paucity of the effect of emotional intelligence(EI)on the clinical performance of nurses in the literature.Therefore,the role of dimensions of EI in the improvement of clinical performance of nurses was explored in this study.Methods:A total of 194 nurses with different education levels and experiences were included from various clinical departments and shifts of public hospitals in Iraqi Kurdistan.Results:The mean age of the nurses was 29.44 years,with ages ranging from 23 years to 36 years.The nurses were men(56.70%),married(53.10%),non-smokers(86.10%),physically active(55.70%),and irregular physically active(63.90%).Nurses were able to appraise their own emotions but not the emotions of other nurses.They regulated their own emotions but were weak in regulating the emotions of other nurses.They did not utilize emotions in coming up with new ideas and facing obstacles in clinical settings.Generally,the nurses reported that a little clinical performance is required in medical settings.The levels of interpersonal communication and problem solving were improved with an increasing appraisal and regulating own emotions.The level of problem solving was improved with appraising own emotions and utilizing emotions in facing obstacles.Conclusions:Nurses need to know how to regulate others’emotions and utilize these emotions in coming up with new ideas and facing the obstacles positively in medical settings.

The Role of Emotional Intelligence in Enhancing Organizational Effectiveness: The Case of Information Technology Managers in Jordan

The aim of this research is to explore the role of emotional intelligence (awareness of one’s own emotion, management of one’s own emotion, awareness of other’s emotion, and management of other’s emotion) on organizational effectiveness in Jordanian public shareholding firms. A total of 154 questionnaire containing 29 items was used to collect information from the respondents. Multiple regression analysis was conducted to test the research hypotheses. Results of the current study revealed that there were significant positive impacts of management of one’s own emotion, awareness of other’s emotion, and management of other’s emotion on organizational effectiveness, whereas awareness of one’s own emotion did not have a significant impact on organizational effectiveness. Also, the results revealed that there was no significant difference in the impact of emotional intelligence on organizational effectiveness that could be attributed to gender. On the other hand, results of ANOVA test indicated that there were significant differences in the impact of emotional intelligence on organizational effectiveness in favor of age and experience.

The relationship between academic adjustment and emotional intelligence among undergraduate students in Oman

Objective:A positive and successful transition into university is crucial.Transition to the college environment is a critical situation that can impact students holistically.The study aimed to examine the relationship between emotional intelligence and academic adjustment among undergraduate student s in Oman.Methods:The study utilized a descriptive correlational and cross-sectional study design.The total sample was 339 based on defined inclusion criteria.The study used Emotional Intelligence Questionnaire and Academic Adjustment Scale to investig a te the extents of the research phenomena among undergraduate students.Results:The average age of the participants was 21.5 years.The level of AD and EI was on medium.However,the findings revealed a strong positive relationship(r=0.703)between emo t ional intelligence and academic adjustment among undergraduate students.Conclusion:Emotional intelligence may increase over time through the academic life.It can help students develop adequate social skills and bondings to satisfy academic demands and p romote their social,moral,and cognitive abilities and adjustment.