Mean Score Of Emotional Intelligence Research Articles

Relationship of Spiritual well-being and emotional intelligence among Iranian' nursing students

Background: Among all aspects of nursing care, the spiritual one is the issue that has received little attention. Having spiritual wellbeing (SWB) is a necessity to provide appropriate spiritual care. In addition to, the Emotional intelligence (EI) is one of the most important factors in social and professional success and is essential for effective nursing practice. Therefore, aim of study was evaluating the Relationship between SWB and EI among nursing students. Methods: The sample of this descriptive-analytic study consisted of 136 nursing students studying at Bam University of Medical Sciences selected by convenience sampling method. The Bradberry and Greaves 28-item EI scale, Palutzian and Ellison SWB Scale were used to assess the total score of EI and SWB. Collected data were analyzed using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, independent t-test and one-way ANOVA with SPSS v18. Results: The mean score of SWB and EI were 97.1±11.56 and 123.4 + 123.6, respectively. The mean score dimensions of SWB include (religious wellbeing 47.9±6.6, existential wellbeing 49.1±5.7) and dimensions EI: self-awareness, self-management, social awareness, and relationship management were 27.2 3 3.2, 36.2 2 5.4, 25.1 + 3.5 and 35.1 + 4.5, respectively. The majority of students have reported moderate level SWB and high level of emotional intelligence. The factors influencing their level of SWB were academic semester and age (p<0.05). Conclusion: Although the level of students' EI and SWB were at a desirable level in this study, due to the nature of nursing and the interaction between nurses and patients, providing a suitable learning environment for the development of EI is essential. Therefore, it is suggested that nursing policymakers should develop appropriate educational programs for nurses and provide curriculum for students to promote their knowledge and skills. Keywords: spiritual, religious, wellbeing, existential, nursing, emotional intelligence

EMOTIONAL INTELLIGENCE AND JOB SATISFACTION AMONG MEDICAL TEACHING FACULTY

Objective: To measure the correlation between emotional intelligence (EI) and job satisfaction (JS) among teaching faculty of Foundation University Medical College.
 Study Design: Cross-sectional study.
 Place and Duration of Study: Study was carried out at Foundation University Medical College (FUMC), Islamabad, from Mar to Apr 2021.
 Methodology: Participants were recruited through survey sampling using “Google Forms.”Faculty members with a total teaching experience of more than 05 years in FUMC were included in the study. EI was measured using Wong and Law Emotional Intelligence scale- Short version (WLEIS), while JS was measured using Brayfield and Rothes scale on a 5-point Likert scale. Data was entered and analyzed using SPSS version 17. The WLEIS score was correlated to the JS score using Pearson r correlation.
 Results: Total 89 faculty members had a teaching experience of more than 5 years. Survey had a response rate of 76.4%. Study included 68 faculty members; 26 (38.2%) were from basic sciences and 42 (61.8%) were from clinical sciences. The mean EI score was 3.22 ± 0.70; and the mean JS satisfaction score was 3.05 ± 0.86. All facets of emotional intelligence as well as overall emotional intelligence scores showed significant positive correlation with job satisfaction scores; which were statistically significant; p<0.05.
 Conclusion: There was a statistically significant positive correlation between all components of emotional intelligence and job satisfaction. Hence, it is important for the medical colleges to concentrate on those practices that promote emotional intelligence among their teaching faculty.

Associations among Stress, Anxiety, Depression, and Emotional Intelligence among Veterinary Medicine Students.

Background: Veterinary students are faced with immense pressures and rigors during school. These pressures have contributed to elevated levels of stress, anxiety, and depression (SAD) among veterinary students relative to the general population. One proposed concept to help students combat SAD is that of emotional intelligence (EI). We explored the relationship between EI and SAD among veterinary students at a college in the Southeast United States. Methods: A cross-sectional study design was implemented among a convenience sample of 182 veterinary medical students. The survey instrument contained 56 items that elicited information about students’ demographics, perceived stress, anxiety, and depression, and emotional intelligence levels. Data analysis included univariate statistics, Pearson’s correlations, and multiple regression and independent samples t-tests. Results: The study revealed a statistically significant, negative correlation between EI levels and stress, anxiety, and depression. Additionally, a statistically significant, positive correlation was found between stress and anxiety as well as both stress and anxiety and depression. Multiple linear regression showed that EI was a statistically significant predictor of stress (b = −0.239, p < 0.001), anxiety (b = −0.044, p < 0.001), and depression (b = −0.063, p < 0.001), after controlling for sociodemographic variables. Students’ t-test results revealed a statistically significant mean difference in EI scores among students screening positive versus negative for depression, with students screening negative having a mean EI score of 10.81 points higher than students who screened positive for depression. Conclusion: There is a scientifically supported need for interventions in veterinary school to integrate EI into the veterinary medical curriculum and consider the EI levels of veterinary student candidates.

Emotional Intelligence and Perceived Stress among Female Dental Students at King Khalid University, Saudi Arabia

To assess the emotional intelligence and identify the perceived sources of stress among female dental students and interns at King Khalid University College of Dentistry (KKUCOD), to investigate whether specific stressors were related to the year of study and gender, and to evaluate the relationship between emotional intelligence (EI) and perceived stress (PS). Total of 150 female undergraduates from 5th and 6th years and dental interns were invited to complete a questionnaire using face-to-face interview. Data on EI was collected using a scale developed by Schutte et al. while a modified version of the Dental Environment Stress (DES) was applied to assess the stress perceived by dental students. 120 students agreed to join the study with a response rate of 84%. Mean EI score for the sample was 120 (SD = 11.56), and the mean PS score was 70.37 (SD = 16.19). One-way ANOVA revealed a significant difference between different age groups and the educational, environmental score (P < 0.05). Correlational analysis showed that the PS scale and its factors correlated positively with each other (P < 0.01) and directly with the total EI score (P > 0.01); except for the living accommodation factor, negative correlations with overall EI score were significant. The present study showed that female interns and undergraduate students in clinical years of study at College of Dentistry reported higher EI and PS. The educational environmental score was found to be significantly different among different age groups. In contrary to most published literature, a direct association between EI and PS scores was found, except for the living accommodation factor. This might be attributed to the fact that the study was conducted 1 month prior to final exams. Living accommodation, personal factors, educational environment, academic work and clinical factors were identified as significant predictors of PS.

The relationship between emotional intelligence, social responsibility, and job performance in health service providers.

BACKGROUND:Responsibility of individuals in adapting to life events depends on the intertwined cooperation of intellectual and emotional capacities, and a person's success in life depends on his emotional responses. Given that health-care providers are at the forefront of providing health services, they need to improve their job performance with better control of their emotions and better social relationships. The aim of this study was to determine the relationship between emotional intelligence, social responsibility, and job performance in health-care providers and caregivers.MATERIALS AND METHODS:A cross-sectional correlational study was performed on 270 health workers working in the western cities of Isfahan province in the first quarter of 1998 by random classification sampling method. To collect information, two questionnaires of Bradbury emotional intelligence, responsibility, social responsibility, whose validity and reliability had been proven in previous studies, and job performance scores of the samples were used. The collected data were analyzed using descriptive tests and Pearson correlation.RESULTS:The participants were 270 health workers and caregivers with a mean age of 34.54 ± 7.26. 87.5% of the samples were female and 21.5% were male. The mean score of social responsibility was 124.95 ± 10.41, the mean score of emotional intelligence was 125.58 ± 15.86, and the mean score of job performance was 86.91 ± 9.0.18. The results of Pearson correlation showed that all four components of social responsibility and total emotional intelligence have a significant correlation at the level of 0.01. Total emotional intelligence and each of its components did not show a significant correlation with job performance. Between social responsibility and job performance of health workers, only the moral component significantly predicts job performance (r = 0.133 and P = 0.026).CONCLUSION:Although the results of the study showed that the job performance, social responsibility, and emotional intelligence of the study group were desirable, the score of some components of social responsibility and emotional intelligence is lower than their maximum score. In addition, according to the results of the study that showed the relationship between emotional intelligence and social responsibility and some of their components with job performance, improving the knowledge and skills of health-care providers and caregivers in the field of social responsibility and emotional intelligence and their components seems necessary.

Emotional intelligence as an indicator of coping Skills among undergraduate dental students at Peshawar: a correlational study

To determine correlation between emotional intelligence and academic stress. The quantitative correlational study was conducted in 2016 at the Khyber College of Dentistry, Peshawar, Pakistan, and comprised undergraduate dental students in the 2015-16 session regardless of age, gender and the academic year. Emotional intelligence and dental environmental stress were calculated and compared. Data was analysed using SPSS 20. Of the 298 students, 98(32.89%) were males and 200(67.11%) were females. The overall mean emotional intelligence score was 81.23±22.8, while the overall mean dental environmental stress score was 109.54±19.5 with a trend of decreasing stress levels from first to final year. A Pearson correlation test was run. Significant negative relationship was found between emotional intelligence and academic stress (p<0.05). The gradual increase of emotional intelligence from first to final year showed the importance of teaching and learning methods that incorporate certain emotional intelligence trends.

Temporal changes in emotional intelligence (EI) among medical undergraduates: a 5-year follow up study

BackgroundEmotional intelligence (EI) is thought to play a significant role in professional and academic success. EI is important for medical personnel to cope with highly stressful circumstances during clinical and academic settings. The present prospective follow-up study intends to evaluate the changes in EI and their correlates among medical undergraduates over a five-year period.MethodsData were collected in 2015 and 2020 at the Faculty of Medicine, University of Colombo, Sri Lanka. EI was assessed using the validated 33-item self-assessment tool, Schutte Self-Report Emotional Intelligence Test (SSEIT). In addition, socio-demographic details, students’ involvement in extracurricular-activities during undergraduate life, students’ satisfaction regarding the choice of studying medicine and plans to do postgraduate studies were also evaluated. A multiple-regression analysis was conducted among all students using percentage change in EI score as the continuous dependent variable, together with other independent variables (plan to do postgraduate studies, satisfaction in choice of medicine and extracurricular-activities).ResultsSample size was 170 (response rates–96.6%), with 41.2% males (n = 70). Mean EI scores at baseline among all students was 122.7 ± 11.6, and it had significantly increased at follow-up to 128.9 ± 11.2 (p < 0.001). This significant increase was independently observed in both males (122.1 ± 12.2 vs. 130.0 ± 12.4, p < 0.001) and females (123.1 ± 11.1 vs. 128.2 ± 10.3, p = 0.001). During follow-up, an increase in EI score was observed in students of all religions and ethnicities. Mean EI score also increased in all categories of monthly income, irrespective of the employment status or attainment of higher education of either parent. An increase in mean EI score during follow-up was observed in students irrespective of their engagement in or number of extracurricular-activities, they were involved. In the multiple regression analysis, being satisfied regarding their choice of the medical undergraduate programme (OR:11.75, p = 0.001) was the only significant factor associated with the percentage change in EI score.ConclusionEI in this group significantly improved over 5-years of follow-up and was independent of gender, religion, ethnicity, socio-economic parameters and academic performance. Satisfaction in the chosen field was a significant predictor of the overall change in EI. Future studies are needed to identify and measure factors responsible for improvement in EI among medical undergraduates.

Faculty Emotional Intelligence Matters for Resident Education

This study aimed to determine the emotional intelligence (EI) of surgical faculty and evaluate its relationship with resident evaluations of faculty behaviors. This study retrospectively collected faculty EI scores as well as general surgery resident evaluations of faculty. Parametric and nonparametric tests were used for statistical analysis. The study was conducted at the University of Texas Southwestern in the Department of Surgery in Dallas, Texas. This is an academic, tertiary care center. Surgical faculty members at a single institution in 2018 completed the Emotional Intelligence Appraisal, a 28-item, electronic assessment with possible scores ranging from zero to 100. Aggregate, anonymous resident evaluations of faculty members were collected from the program director's office. Faculty with fewer than 8 resident evaluations were excluded. In total, 59 faculty members participated (89%). The sample was mostly white (69.2%), male (63.5%), with an average of 47 ± 10 years of age, 12.2 ± 10 years in practice, and 44 ± 24 evaluations per faculty member. The group's mean EI score was 76 ± 7.7. Faculty EI scores were found to have a moderate, positive correlation with resident rotational evaluations of faculty (r(51) = 0.52, p < 0.001). Faculty EI scores did not significantly correlate with resident evaluations of faculty intraoperative behaviors. The results of this study suggest that a majority of our faculty are competent with regard to EI. Furthermore, faculty EI is an important factor in the clinical learning environment and correlates with resident rotational evaluations of teaching behaviors.

Investigating the Effect of Emotional Intelligence Components on Driving Errors

Background: Driving accidents are global challenges, especially in developing countries, that have been introduced by the World Health Organization (WHO) as one of the significant reasons for endangering human health. The most important reasons for driving accidents are the behavior and psychological characteristics of the vehicle driver. Aberrant driving behavior is considered as a major cause of driving accidents. The present study aimed the present study aimed to investigate the effect of emotional intelligence on driving errors. Methods: In the present research, 69 young students aged 20-35 years with a driving license were subjects of the study which had at least one-year driving experience and were assessed with the use of Bar-on emotional intelligence (EQ-i) questionnaire (90 questions) and valid Manchester Driving Behavior Questionnaire (MDBQ). Data analysis was conducted by SPSS version 20, descriptive tables, and Pearson correlation coefficient. Results: Data analysis indicated that the mean score of emotional intelligence of the tested subjects was 329/62, and the maximum rating of individual errors was related to slips with the score of 21/04. Also, the mean score of their driving behavior was 50/97. There was a significant inverse relation between sub-components problem solving, independence and self-actualization, and driving errors. Conclusion: Based on the obtained results of this study, it can be concluded that emotional intelligence and its components affected driving errors. This meant that persons with lower levels of emotional intelligence would be more involved in driving errors.

Emotional Intelligence and Self-Efficacy among deputy's administrative staff of Kerman University of Medical Sciences.

INTRODUCTION:Emotional intelligence (EI) and self-efficacy are important factors that lead to success in work, life, and education. Various studies assessed the relationship between EI and well-being, performance, and self-efficacy in educational levels, but this topic has been rarely assessed in the occupational and administrative environments. The present study aimed to examine the relationship between EI and self-efficacy among administrative staffs of Kerman University of Medical Sciences.METHODS:The study employed a descriptive-correlational design and was conducted in six deputies supervised by the Kerman University of Medical Sciences in 2019, and 275 participants were selected using a census method. The research data were collected using the Goleman's EI framework with a reliability coefficient of α = 0.87 and Sherer General Self-Efficacy Scale with a reliability coefficient of α = 0.78. Data analysis was performed through Kolmogorov–Smirnov, analysis of variance, Tukey, and Pearson's correlation coefficient techniques at P < 0.05 significance level.RESULTS:The mean score of EI was 98.8 ± 11.1 and the mean score of self-efficacy was 60 ± 7.17. There was a significant positive relationship between the scores of EI and self-efficacy. In addition, the findings indicated a positive significant correlation between self-efficacy with self-awareness, self-regulation, and social skills.CONCLUSION:The findings of the current study confirm that EI has positive relationships with administrative personnel's self-efficacy. Therefore, implications of the findings can help in the selection, training, counseling, and retention of administrative personnel to the improvement of medical sciences universities' occupational performance.

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

Preschool teachers play a significant role in nurturing the social and emotional development of young children. Moreover, their own social and emotional skills can influence how they instruct their pupils in emotional intelligence (EI). This study aimed to examine the individual dimensions of trait emotional intelligence (TEI) for preschool teachers working in Ioannina, the capital city of Epirus in northwestern Greece, using the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF). The mean EI score of the participants was 4.98(±0.57), with a small number having EI scores either below 4 (1.61%) or above 6 (1.76%), while the majority had a mean EI score between 4–5 (49.18%) and 5–6 (47.54%). Although no effect of age or experience on overall EI was found, age was negatively correlated with emotionality on the one hand and positively with sociability on the other. This trend toward a moderate increase in sociability as teachers grow older may reflect their different backgrounds and experiences. Educational administrators should direct resources toward safeguarding and enhancing the preschool teachers’ EI at all stages of their careers.

Predictors of high achievers in Indian medical undergraduates: Association with emotional intelligence and perceived stress.

BACKGROUND:Today's Bachelor in Medicine, Bachelor in Surgery (MBBS) students will become Indian Medical Graduates in future. Emotional intelligence (EI) is an essential component in the making of an Indian Medical Graduate. There is increasing stress during medical training. The study was conducted to compare the association of EI score and perceived stress scale (PSS) among average and excellent undergraduate medical students. The secondary objective was to find the predictors of excellent academic performance.MATERIALS AND METHODS:This descriptive cross-sectional study was conducted after institutional ethics committee approval. All 522 consented students studying in 2nd, 4th, 7th, and 9th semesters filled up established pre-validated questionnaires ; Schutteself report EI test and Cohen's perceived stress scale. Sociodemographic details of the respondents were collected. Average attendance and marks of previous semester examinations of all included students were collected from academic cell of the institution. All students were grouped into three groups: average, good, and excellent performers from the marks collected. Comparison of EI scores and PSS scores was done between students in excellent and average groups using unpaired t-test.RESULTS:Of the 94.9% of respondents, 78.2% of the students were included in the study. The mean EI and PSS scores were 123 ± 14.5 and 22.8 ± 13.9, respectively. There was no statistically significant difference in EI scores between average and excellent performers ([123.8 ± 18.7] vs. [127.7 ± 16]; P – 0.089). Perceived stress was lower in excellent performers ([20.9 ± 11.1] vs. [24.8 ± 15.0]; P – 0.01). EI was associated with better performance in clinical year students. EI was negatively correlated to perceived stress.CONCLUSION:Our study provides predictors of excellent academic performances among Indian medical undergraduates. This study suggests introduction of extracurricular activities in ongoing undergraduate curricular syllabus. It imparts awareness among students about the importance of attending classes. This study bestows higher EI and lower perceived stress to better academic performance.

The Job Demands-Resources Model as a Framework to Identify Factors Associated With Burnout in Surgical Residents

BackgroundSurgical residents are a population at high risk for burnout. We hypothesized that surgical residents' burnout would be inversely related to emotional intelligence (EI) and job resources and directly related to experiences of disruptive behavior. Materials and methodsAll general surgery residents at a single institution were invited to complete a survey in 2018 that included the Maslach Burnout Inventory, Trait EI Questionnaire Short Form, focused questions assessing disruptive behaviors, job resources, and demographic characteristics. Burnout was defined as scoring high in depersonalization (≥10 points) or emotional exhaustion (≥27 points). Student's t-tests and Wilcoxon tests were used to compare continuous variables; chi-square and Fisher's exact tests were used to compare categorical variables. ResultsThe survey response rate was 87%. The median respondent age was 30, 51.7% were female, and 48.3% were single. Thirty-five met criteria for burnout (58%). Residents with burnout had lower scores for job resources than residents without burnout (19 versus 26, P < 0.01). Job resources subdomain scores for meaningful feedback and professional development had an inverse association with burnout (P < 0.01 for both). Having experienced any disruptive behavior was associated with burnout (68% versus 32%, P = 0.01). Mean EI scores were also lower for those with burnout (5.18 versus 5.64, P < 0.01). Among EI subcategories, burnout was associated with lower well-being and emotionality (P < 0.01 and P = 0.02, respectively). ConclusionsBurnout is prevalent among surgery residents, including those at our institution. Experiencing disruptive behaviors and lower perceptions of job resources were associated with higher burnout scores, along with lower scores in EI, and may inform future efforts toward interventions.

Association of Emotional Intelligence with Sleep Quality

Background: Emotional intelligence is a mixed complex of emotional self-knowledge, skill, and other characteristics that affect an individual's success in facing with pressures and environmental forces. It is also considered as a stress controller that reduces the negative consequences of anxiety. The current study was conducted to assess the relationship of emotional intelligence with exam anxiety and sleep quality among the senior high school girls in Qom, Iran. Methods: In this cross-sectional study, 263 female senior high school students were selected by multistage sampling method in Qom in 2015. Data collection was conducted using four questionnaires including demographic information, Shot emotional intelligence, Petersburg sleep quality, and Exam anxiety. Data were analyzed by Pearson correlation coefficient, T-test, and analysis of Variance in SPSS. Results: Poor sleep quality was observed in 49.4% of the participants and the mean score of emotional intelligence was 144.8(18.46). Among four factors of the emotional intelligence, optimistic/ emotions adjustment had a negative significant correlation with exam anxiety and sleep quality (P&lt;0.05). Furthermore, a direct significant correlation was observed between emotional intelligence and exam anxiety (P&lt;0.05). Nevertheless, emotional intelligence had no significant relationship with exam anxiety and sleep quality (P&gt;0.05). Conclusion: The prevalence of poor sleep quality in senior high school girls was high due to exam anxiety. In addition, the mean score of emotional intelligence was at a high level, which could help the adolescents in dealing with the environmental stress and emotions.

A Study of Introduction of Concept of Emotional Intelligence in Medical Students

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Introduction&#x0D; Despite high clinical skills of Indian medical graduates, there is growing mistrust between doctors and patients. Currently there is no programme of developing emotional intelligence (EI) in medical curriculum.&#x0D; Material and Method&#x0D; A cross-sectional study based on questionnaire was conducted on 35 medical students. Demographic data was collected by semi open ended questionnaire. EI data was collected by Schutte's Self-Report EI test questionnaire of on a 5 point Likert scale. After collecting the responses, the students were asked to attend a one hour lecture on emotional intelligence. Data was entered in MS-EXCEL and analyzed by SPSS version 19. Student's t-test was used to calculate p value. Data was considered significant for p&lt; 0.05.&#x0D; Results&#x0D; Out of total 35 subjects, 20 (57.14%) were male. 26 (74.28%) stayed in hostel. Mean EI score was 102.42.EI in hostel vs. family accommodation was 98.34 and 103.27 respectively. Mean EI score males and females was 98.41 and 104.25 respectively.&#x0D; Conclusion&#x0D; IMG have low EI. Gender and type of accommodation have no significant effect on EI. Sensitization of IMG is required to develop EI.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Comparing the Relationship of Emotional Intelligence and General Health in Nurses of Intensive Care Units With General Units in Qazvin

Background and aims: To know that how emotional intelligence and general health are related, can play a crucial role in the quality of nurses’ performance. The present study was conducted to compare the relationship of emotional intelligence and general health in nurses of intensive care units with other units in Qazvin city, Iran. Methods: This cross-sectional study was conducted among nurses working in hospitals of Qazvin in 2018. To this end, 250 nurses were selected by random sampling. Data collection tool was Goldberg General Health Standard Questionnaire (GHQ) and Shearing’s Emotional Intelligence Questionnaire (EIQ). Data were analyzed by SPSS statistical software version 18.0 using the statistical tests of Pearson correlation, t test, ANOVA, chi-square, and liner regression. A P value less than 0.05 was also considered statistically significant. Results: The mean score of general health was 21.33 ± 10 and the mean score of emotional intelligence was 122.8 ± 11.5. The findings showed that there was a statistically significant relationship between emotional intelligence and general health and all general health components (P &lt;0.05). Level of depression in Intensive Care Unit was higher than that in other units (P &lt;0.05). Moreover, according to linear regression coefficient, there was a statistically significant association between general health and emotional intelligence (P &lt;0.05), to such a degree that increasing emotional intelligence caused an increase in general health. This model identified 5.6% of health variance, emotional intelligence, and body mass index (BMI) variables as predictive variables. Conclusion: Considering the fact that nursing is a stressful profession, attention to emotional intelligence is very effective and valuable in improving mental health and as a result, in reducing job stress, increasing the quality of nursing care, reducing burnout, and ultimately increasing patient satisfaction from nursing care.

Relationship between communication skills and emotional intelligence among nurses.

Nurses' emotional intelligence (EI) affects many of their behavioural skills. Given the importance of communication skills, the aim of this study is to investigate the relationship between EI and the communication skills of emergency department nurses. 253 nurses working in five hospitals affiliated to Ardabil University of Medical Sciences took part in this cross-sectional analytical study. Participants completed Goleman's EI Scale and a researcher-designed communication skills questionnaire. Validity and reliability of the tools were measured throughout the study. Data analysis was carried out using analysis of variance, Pearson correlation and Spearman correlation tests in SPSS v18. The mean EI score was estimated to be 78.31 with the highest and lowest scores related to self-awareness (20.83) and self-management (18.19) dimensions respectively. The mean total score of communication skills was estimated to be 70.91. There was a significant relationship between total EI score and total communication skills score ( r =0.775, P <0.01) and a strong significant relationship between the four dimensions of EI and the total score of communication skills. Since EI and its dimensions have a positive effect on nurses' communication skills hospital managers can enhance EI by organising training sessions and promoting communication skills and provide the ground for continuous improvement of hospital services.

Association of sociodemographic factors and emotional intelligence with academic performance in clinical and preclinical dental courses.

The dental graduation program is stressful and challenging as it is essential to master various skills. The emotional intelligence (EI) is reported to help in perceiving, moderating emotions and also play a significant role in academic excellence. The aim of this study was to assess the sociodemographic factors influencing EI and to determine the association of EI in academic performance of clinical and preclinical courses. This cross-sectional study included the 113 dental clinical internship students from five different dental schools at Pakistan. The self-administered questionnaire data included sociodemographic factors, academic performance in preclinical, clinical courses, and San Diego City College MESA Program-based EI responses. The results were analyzed with multiple linear regression and ordinal regression to identify the independent predictor for EI and academic performance. The female participants had marginally higher mean EI score (109.67) in comparison to male counterparts (108.10). The independent predictors among sociodemographic factors for EI were having siblings (P = 0.016), loss of parents (P = 0.002), parents' education (P = 0.022), and relation with parents (P = 0.03). The students enjoy studying dentistry were also associated with higher EI scores (P = 0.002). The mean EI score was an independent predictor of academic performance predominantly in clinical courses [β = -0.041 (95% confidence interval - 0.063 to - 0.020); P = 0.000]. The finding of the study indicates the influence of family and social factors in the development of EI. The dental students' EI is vital for higher academic performance in clinical courses.

Influence of Perceptions of Death, End-of-Life Care Stress, and Emotional Intelligence on Attitudes towards End-of-Life Care among Nurses in the Neonatal Intensive Care Unit.

PurposeThe purpose of this study was to investigate the influence of perceptions of death, end-of-life (EOL) care stress, and emotional intelligence on attitudes toward EOL care among nurses in the neonatal intensive care unit (NICU).MethodsThe participants were 111 nurses working in a NICU who had experienced EOL care at least once. Data were analyzed using the t-test, Pearson correlation coefficient, and stepwise multiple regression analysis in SPSS for Windows.ResultsThe mean score for perceptions of death was 3.16 out of 5, the mean score for EOL care stress was 3.61 out of 5, the mean emotional intelligence score was 4.66 out of 7, and the average score for EOL care attitudes was 2.77 out of 4. The factors affecting attitudes towards EOL care were academic degree, anxiety regarding death, negativity towards death, experiences of patient death, and emotional intelligence. The explanatory power of these variables for attitudes towards EOL care was 24.7%.ConclusionThe results of this study are expected to serve as a basic reference for the development of nursing education programs and EOL care protocols to improve attitudes toward EOL care among NICU nurses.

Emotional Intelligence, Educational Improvement, and Professional Development Pathways: The Case of Abu Dhabi School Leaders

Emotional Intelligence, Educational Improvement, and Professional Development Pathways: The Case of Abu Dhabi School Leaders