Emotional Intelligence and Nursing Student Success: A Quantitative Study

Abstract

Abstract Emotional Intelligence (EI) is a topic in nursing research that has far-reaching implications. The caring nature of nursing envelops the use of technical skills, interpersonal, and intrapersonal skills. Interpersonal and intrapersonal skills relate to how one interacts and responds with others. However, EI is not included is most nursing curricula. Purpose: The purpose of this study was to determine if a relationship between EI and Nursing Student Success (NSS) existed by examining first-semester nursing students at a mid-western university. The student’s initial Testing Essential Academic Skills Test (TEAS) score, a self-report EI score using the Schutte Self-Report Emotional Intelligence Test (SSEIT), the final theory (academic tests) grade, and overall grade (includes labs and clinical performance) in a first semester Nursing course as the independent variables, and NSS as the dependent variable. Population: 57 First semester nursing students. Methods: A correlational and regression analysis was performed at the end of the semester, based on an effect size of 0.30, setting the desired power level of 0.8, and using a probability level testing for significance at 0.05. Results and Conclusions: The study data did not reveal a significant relationship between EI and Nursing Student Success; however, the Testing Essential Academic Skills was significantly related to the overall course grade, and NSS (p =.000). However, a linear regression analysis confirmed the study variables, including student age and gender, provided a useful model to predict NSS. More research is needed to investigate the relationship between nursing and EI, as it undeniably contributes to nursing effectiveness, extending to patient outcomes. Keywords Emotions; Grades; Intelligence; Nursing; Perception; Success