Commentary on Fernandez R, Salamonson Y and Griffiths R (2012) Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students. Journal of Clinical Nursing 21, 3485-3492.

Abstract

Care provision within the National Health Service (NHS) in the UK is currently under significant scrutiny. This is in part a response to publication of the Francis report (The Mid Staffordshire NHS Foundation Trust 2013), a public enquiry into the serious failings in care provision at a large public hospital over a period of years. Many of the most significant problems were related to basic nursing care. Amongst the recommendations from the report is the need to address compassion and care within nursing. Emotional intelligence has been cited as a trait that is desirable in student nurses to enhance their caring skills and suitability for nursing. Fernandez et al. (2012) concur and their work examines emotional intelligence and its contribution to academic achievement in student nurses through self-regulated learning strategies. Although this work does not directly link the two areas, what it does do is reinforce the need for emotional intelligence as a trait within nursing students. The study by Fernandez et al. (2012) uses a sample of mature students undertaking an accelerated programme of study to acquire registered nurse status in Australia. The results identified that emotional intelligence was found to be a predictor of academic success through peer learning, help seeking and critical thinking, but not extrinsic goal motivation. One potential limitation of this work – recognised by the authors – is that 80% of the participants were international students. As a consequence, it could be argued that by virtue of their relocation to another country to seek education and employment, they possessed a higher level of self-regulated learning strategies and a greater understanding, thereby possessing greater levels of emotional intelligence. Fernandez et al. (2012) acknowledge this and also suggest that the maturity and international status contribute to hardiness and commitment, thereby contributing to academic success. Fernandez et al. (2012) acknowledge that the correlation between emotional intelligence and academic achievement does not appear to support the results identified in other non-nursing studies. Furthermore, although the evidence of this work supports the concept that emotional intelligence allows the development of self-regulated learning strategies, including higher academic achievement, could the same principles of understanding self be applied to enhance practice when dealing with those in our care? Although emotional intelligence may indicate academic success, this is not the same as proposing that emotional intelligence predicts a more caring and compassionate nurse. It is important to note that Fernandez et al. (2012) do not make this claim explicitly, but within the literature and media, there are increasing calls for health education institutes to use emotional intelligence testing to assess candidates for suitability for nurse training (Cadman & Brewer 2001). However, before such reforms are undertaken and – as Fernandez et al. (2012) suggest – curriculums and programmes are redesigned, more investigation is needed to support the view that emotional intelligence is a valid and reliable indicator of suitability for nurse training beyond academic outcomes.