Abstract
BackgroundEmotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements.MethodsThe Emotional Quotient Inventory (EQ-i2.0) measured the EI of 283 therapy students and 93 business students (control group who do no clinical placements) at three time points over a 16-month period, the same period that the therapy students participated in clinical placements.ResultsAnalysis of the therapy students showed significant increases over the 16 months of the study in Total EI score, as well as nine other EI skills. However, large percentages of students reported declining scores in emotional-expression, assertiveness, self-expression, and stress tolerance, with some students reporting low EI scores before commencing full-time extended clinical placements.ConclusionsThe study contributes to new knowledge about the changing EI skills of therapy students as they complete their full-time, extended placements. Emotional intelligence in student therapists should be actively fostered during coursework, clinical placements and when first entering the workforce. University educators are encouraged to include EI content through the therapy curricula. Employers are encouraged to provide peer coaching, mentoring and workshops focused on EI skills to recent graduates.
Highlights
Emotional intelligence (EI) is a critical skill for healthcare practitioners
This study reported that Total EI scores did not change significantly, specific EI skills did change significantly
Emotional intelligence is a critical skill for occupational therapists, physiotherapists, and speech pathologists that should be actively fostered during clinical placements and when they first enter the workforce through mentoring, peer coaching and training
Summary
Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements. Many healthcare and business graduates aspire to management and leadership roles with research reporting that leaders with higher EI skills are often more effectual [13]. Many studies have tracked the emotional-social development through childhood. Research has shown that EI can be increased through participation in training programs [15,16,17] as well as via workplace learning [18]. Workplace learning has been shown to develop a range of complex skills deemed necessary for the twenty-first-century workplace, especially problem-solving, creativity, and teamwork [18]. The most fertile ground where healthcare students learn EI skills may be during clinical placements
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