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.

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.

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 Awareness of Emotional Intelligence by Nurses and Support Workers in An Acute Hospital Setting

This paper describes one component of the findings of a larger study exploring the experience of ward staff and their response to patient death in an acute hospital setting. A consistent theme arising from the study was the lack of awareness of the concept of emotional intelligence and the way this could be used to manage staff members own emotions in effectively handling stressful situations involving colleagues, patients and relatives. In this article the concept of emotional intelligence within nursing is examined, including how it is recognised and used by nurses and healthcare support workers. Differences between the two staff groups in the study, in relation to their awareness and use of emotional intelligence, are discussed along with consideration of how education can help staff to identify and develop their own level of emotional intelligence.

CEO Emotional Intelligence level and Compensation： Evidence From Tunisia

This article focuses on the impact of emotions on Tunisian chief executive officer （CEO） compensation. It examines specifically the role of executives＇ emotional intelligence （El） level and their emotional biases, namely optimism in explaining compensation plans. An empirical study was conducted in this respect, by using a questionnaire as a method of data collection, on a sample of 100 Tunisian companies＇ leaders. This research paper translates an original approach, since it highlights the behavioral aspects role in explaining the CEO＇s compensation policy level. To the best of the knowledge, this represents the first study in the Tunisian context that explored this area of research. Actually, the results show that Tunisian leaders may be subject to certain emotions thereby impacting their compensation characteristics. Indeed, they opt at first to contribute to the organizational performance by establishing a mutual trust within the organizational structure in order to achieve the objectives already set up. However, this could be done at the expense of their compensation plans

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 Effect of Emotional Intelligence Training on the Quality of Working life in Nurses

Emotional intelligence is a social skill and an important component of communication. It can be expressed as the ability to correctly identify emotions, to make proper decisions and to solve problems. Based on the conducted researchs, emotional intelligence is an important factor in achieving success in life including occupation and education. This study was designed and implemented to determine the effects of emotional intelligence on the quality of nurses＇ working life. This quasi-experimental study was conducted in 2015 on 70 of hospital nurses. Samples were randomly collected and divided into 2 groups （35 nurses in each group） and training sessions of emotional intelligence were conducted. Before the first session and after session 12, the quality of working life was measured by Walton＇s standard questionnaire of working life in both groups. The average age of the control and the experimental group was 30.83 ± 3.785 and 29.54 ± 3.407 respectively. Quality of working life in the experimental group had significant positive changes in comparison with the control group （P 〈 0.001） after the completion of training sessions. Based on the results, nurses＇ quality of working life improved after training. It seems that it is possible to improve university students and nurses＂ quality of working life by holding special workshops of emotional intelligence in training centers.

Emotional Intelligence and Belief in Just World Among Engineering Students

The present study is an attempt to find out relation between emotional intelligence and Belief in Just World （BJW） among engineering students of Pune city. The sample consisted of 217 second year engineering students from various engineering colleges of Pune city. Emotional intelligence was measured with the help of one of the popular measures of emotional intelligence developed by Schutte et al. in 1998 （SE1S）. BJW was measured with the help of General Belief in a Just World scale by Dalbert et al. in 1987. Pearson＇s Product moment correlation was used to find out correlation between BJW and emotional intelligence and test was used to find out gender differences on the variables of the study. Obtained results showed a significant positive correlation between BJW and emotional intelligence. The results demonstrated sex differences in general belief in a just world and also on emotional intelligence. Implications of the study in the light of engineering course have been discussed.

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.

Investigating the Relationship Between Emotional Intelligence and Personality Types Among Nursing Candidates in Ardebil University, in Iran

Personality characteristics of each people are unique. It seems that these features of personality have an impact on emotional intelligence and ability to interact with people in a social environment. This study was conducted to investigate the relationship between emotional intelligence and personality types of nursing students. The research was descriptive and correlative. The study population consisted of Ardebil University of senior nursing candidates in 2011-2012. The study sample included 125 people. Assessment tools were the Bar-on Emotional Intelligence Inventory and MBTI （Myers-Briggs Type Indicator） personality type questionnaire. The data were analyzed by SPSS 20 （T-test, analysis of variance, Pearson correlation and multiple regression with significant level P〈0 .05）. Pearson correlation coefficients showed there is a significant inverse between variables extroversion-introversion and emotional intelligence with level of .01 （r=-522）. Therefore, personality characteristics impact on emotional intelligence of students. Thus, more research of emotional intelligence and personality characteristics is necessary at different levels to selection for nursing profession.

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.

The association of physical activity duration and intensity on emotional intelligence in 10-13 year-old Children

Previous studies have shown that Physical Activity(PA)has a positive association with emotional health and intelligence in adolescents but none have focused on the relationship of PA duration and intensity on Emotional Intelligence(EI).The purpose of this study was to cross-sectionally assess the association of PA measures on overall EI and its domains in a cohort of 2029 adolescents aged 10-13 years of age in the National Longitudinal Survey for Children and Youth(NLSCY)from Canada.Multivariable linear regression analysis of EI was adjusted for age,sex,annual household income,and health status.One-way analysis of variance(ANOVA)was used to relate PA duration measured in minutes,frequency,and intensity categories with continuous GEI scores and also the corresponding scores for domains of GEI.The mean GEI scores were(28.3±6.6)for 0-30 minute(min)PA duration,(30.0±6.5)for 30 to<60 min,(30.8±6.7)for 60-120 min,and(30.1±6.5)for≥121 min.There was a statistically significant linear trend across PA duration categories,p?0.0004.Post-hoc pairwise comparison revealed that compared to the referent category(<30 min PA category)was statistically significantly lower GEI than each of the other two PA categories(30-59 min;and 60-120 min),both p-values<0.01.Meeting World Health Organization(WHO)guidelines for duration and vigorous intensity were positively associated with the higher overall EI and its domains except for Stress Management.

Emotional Intelligence And Mental Well-Being Of Chinese College Students:A Personal Development Plan Abstract

This study employed a quantitative descriptive correlational design,the study surveyed a total of 202 participants.Emotional intelligence levels were measured using a standardized questionnaire,while mental health status was assessed using the 20-item EPOCH scale.The findings revealed that respondents generally exhibited high levels of emotional intelligence and mental well-being.Gender and age were not found to significantly influence emotional intelligence or mental well-being.Furthermore,a positive correlation was observed between emotional intelligence and mental well-being among the participants.

The Silent Curriculum:Classical Aesthetics as a Catalyst for Emotional and Social Skills in Higher Vocational Education

This study examines the integration of classical aesthetics into the silent curriculum of higher vocational education,emphasizing its potential to significantly enhance emotional and social skills.Incorporating aesthetic principles into education emphasizes the importance of nurturing emotional intelligence,creativity,and cultural awareness in students-skills that go beyond the classroom and are essential for their growth,adaptability,and future careers.It explores theoretical foundations and practical implementations and addresses challenges such as the need for specialized educator training,overcoming institutional resistance,and securing adequate resources.Advocating for empirical research and strategic cultural partnerships,the paper proposes a transformative approach to vocational education,aligning it with contemporary societal and labor market demands,and underscores the vital role of classical aesthetics in enriching vocational training and enhancing student outcomes.

Agents with four categories of understanding abilities and their role in two-stage(deep)emotional intelligence simulation

Understanding is the essence of any intelligent system.We revise our four machine understanding paradigms which are:(i)basic understanding,(ii)rich understanding,(iii)exploratory understanding,and(iv)theory-based understanding;and we elaborate on the first two of them.We then introduce the concept of two-stage(or deep)machine understanding which provides descriptive understandings,as well as evaluations of these understandings.After a brief systematization of emotions,we cover the following paradigms for agents with two-stage(deep)understanding abilities for emotional intelligence simulation:(i)basic understanding,(ii)rich-understanding,and(iii)switchable understanding.