Effect of Emotional Intelligence Training on Emotional Intelligence of graduate Nursing Students

Dr. Jaya Kuruvilla¹, Preeti Maria Menezes²

¹Principal, P. D. Hinduja College of Nursing, Emerald Court, D- wing, Kondivita Lane, Marol Pipeline, Andheri East, Maharashtra 400059

²P. D. Hinduja College of Nursing, Emerald Court, D- wing, Kondivita Lane, Marol Pipeline, Andheri East,

Maharashtra 400059

*Corresponding Author Email: principalhcon@gmail.com, preetimenezes9@gmail.com

ABSTRACT:

Emotional Intelligence (EI) is fundamental to the nursing profession because it facilitates the processing of emotional information for individualized and improved patient care through effective communication and therapeutic relationships. Objectives: To identify the Emotional Intelligence level of graduate nursing students, To analyse the effect of emotional intelligence training on emotional intelligence of graduate nursing students pre and post intervention & to correlate the dimension of EI and the total EI of graduate nursing students. Methods: Descriptive study with experimental design was used. Total 30 BSc Graduate Nursing students from selected college were selected through purposive sampling. Pre test was done using modified emotional quotient test scale. Intervention of 2 hrs of emotional intelligence training session was administered. After 1 week post test was conducted. Descriptive and statistical analysis was carried out. Results: There was a moderate correlation among all the parameters. Competency was positively correlated to sensitivity. There was significant correlation between Dimensions and overall EQ. The computed t value shows that there wass significant correlation between overall Emotional Quotient and dimensions such as sensitivity (t=6.6), maturity (t =7.4), competency (t=10.2) at 0.05 level of significance. The mean post test values sensitivity = 90, maturity = 124, competence = 185, overall EQ = 399 were higher than mean pre test values sensitivity = 86.1, maturity = 110.8, competence = 166, overall EQ = 363. The computed t value sensitivity = 2.1, maturity = 5.8, competence = 5.6, overall EQ = 7.52 was more than the table value at 0.05 level of significance, which shows there is significant relationship between emotional intelligence scores pre and post intervention. Thus emotional intelligence training is effective on increasing emotional intelligence (EQ).

KEYWORDS: Emotional intelligence, Training, emotional maturity, emotional competency and emotional sensitivity, Graduate nursing students

INTRODUCTION:

Emotional intelligence involves the ability to understand, recognise, express and control our own emotions. The concept of emotional intelligence was coined by Salovey and Mayer (1990) and was popularized in 1995 with Goleman’s best selling publication. Since then, the field has been developed greatly and become a focus for research. Adolescents of present world are suffering from emotional and behavioral problems. Emotional Intelligence (EI) is fundamental to the nursing profession because it facilitates the processing of emotional information for individualized and improved patient care through effective communication and therapeutic relationships. Emotional Intelligence refers to a non-cognitive intelligence on overall functioning and adaptive coping of the emotional aspect (s) for cognitive abilities, introspection, emotional literacy, and self-awareness. In the nursing profession, EI has been associated with job performance, successful managerial styles, and effective teamwork. Furthermore, EI is related to positive ways of dealing with work-related conflicts and coping styles.

Moreover, EI is fundamental to all basic nursing education programs. Nursing students of all ages and diverse backgrounds are engaged in numerous emotionally-charged experiences to learn how to develop a therapeutic relationship by monitoring their emotions and those of others. Often, nursing students and patients experience emotions are in respond to precipitating conditions. When students recognize these emotions, they can adequately address patients’ needs. This level of awareness promotes students to continue to develop skills from self-reflective training and experiences. An empathetic practice emerges from these experiences with newly-licensed nurses capable of emotionally connecting with their patients for humanistic care. Through EI, nursing students can learn to access their emotions and understand patients’ emotions for assessing situations and facilitating healthy outcomes.

Strengthening EI throughout the nursing education is one positive response to the decreasing retention rates of nursing students and newly-licensed nursing professionals in the work environment. With EI skills, nursing students will begin to develop the capacity to transition from the academic setting to clinical practice. They will be emotionally and clinically prepared for the responsibilities and expectations in multifaceted work environments facing all professional nurses.

OBJECTIVES:

· To identify the Emotional Intelligence level of graduate nursing students

· To analyse the effect of emotional intelligence training on emotional intelligence of graduate nursing students pre and post intervention

· To correlate the dimension of EI and the total EI of graduate nursing students

Hypotheses:

The following hypotheses will be selected at 0.05 level of significance:

H1: There will be significant relationship between emotional intelligence scores pre and post intervention

H2: There will be significant correlation between dimension of EI and the total EI of graduate nursing students

METHODOLOGY:

The present study is a descriptive study with experimental design. Total 30 BSc Graduate Nursing students from selected college were selected through purposive sampling. Pre test was done using modified emotional quotient test scale. Intervention of 2 hrs of emotional intelligence training session was administered. After 1 week post test was conducted. Descriptive and statistical analysis was carried out.

Figure 1: Distribution of Subjects according to percentile scores in emotional maturity pre and post intervention

RESULTS:

Figure 1 shows majority of subjects showed improvement in emotional maturity post intervention (26 in 75th percentile, 2 in 90th percentile & 2 in 50th percentile than that of pre intervention (13 in 75th percentile, 2 in 90th percentile & 16 in 50th percentile).

Figure 2: Distribution of Subjects according to percentile scores in emotional sensitivity pre and post intervention

Figure 2 depicts majority of subjects showed improvement in emotional sensitivity post intervention (15 in 75th percentile, 8 in 90th percentile & 7 in 50th percentile than that of pre intervention (1 in 75th percentile, 12 in 90th percentile & 7 in 50th percentile).

Figure 3: Distribution of Subjects according to percentile scores in emotional competence pre and post intervention

Figure 3 shows that majority of subjects showed improvement in emotional competence post intervention (26 in 90th percentile, 3 in 75th percentile & 1 in 50th percentile than that of pre intervention (15 in 90th percentile, 14 in 75th percentile & 1 in 50th percentile).

Figure 4: Distribution of Subjects according to level of emotional quotient pre and post intervention

Figure 4 shows the percentile of scores in emotional maturity, sensitivity, competence post intervention was more than that of pre intervention. The overall emotional quotient was found higher post intervention.

Figure 5: Distribution of Subjects according to mean scores pre and post intervention

Figure 5 shows the mean post test values sensitivity = 90, maturity = 124, competence = 185, overall EQ = 399 were higher than mean pre test values sensitivity = 86.1, maturity = 110.8, competence = 166, overall EQ = 363. The computed t value sensitivity = 2.1, maturity = 5.8, competence = 5.6, overall EQ = 7.52 was more than the table value at 0.05 level of significance. Hence alternate hypothesis is accepted which shows there is significant relationship between emotional intelligence scores pre and post intervention. Thus emotional intelligence training is effective on increasing emotional intelligence (EQ).

As, it can be seen, that there is a moderate correlation among all the parameters. Competency is positively correlated to sensitivity. There is significant correlation between Dimensions and overall EQ. The computed t value shows that there is significant correlation between overall Emotional Quotient and dimensions such as sensitivity (t=6.6), maturity (t =7.4), competency (t=10.2) at 0.05 level of significance. Hence alternate hypothesis is accepted.

DISCUSSION:

The present study is supported by a similar study conducted by Malek et.al at Malaysia (2011) on Effectiveness of Emotional Intelligence Training Program on Social and Academic Adjustment among First Year University Students. ANCOVA analysis results among the groups showed that the training program was effective in significantly raising the level of emotional intelligence, but the improvements of social and academic adjustment were not significant. Overall, female and elder students showed better scores of all dependent variables than their younger counterparts, but the results were not significant for social and academic adjustment. It was recommended that emotional intelligence training should be used as adjunct strategy to improve student social and academic adjustment among adolescents and adult students.

An exploratory study conducted by kaur & Jiwan at Punjab (2014) on Emotional Intelligence and Performance of Students of Selected Nursing Institute. The major findings of the study revealed that maximum students (62%) were in the age group of 18 – 20 years, 82% were female, and most of them 75.33% were Christian. Maximum 80 % were from nuclear family and 29.33% falls in range of 65 – 69 in academic achievement. There was weak negative correlation (-0.08) and inverse relationship between emotional intelligence and performance as determined by Karl Pearson’s coefficient of correlation analysis. As per component of EI, there was high positive correlation between self- regulation and excellent performance and negative correlation between self- awareness and below average performance. Therefore, it was revealed that EI had some impact on performance.

Another multi level meta analysis study conducted by Sabina et.al (2017) on How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis. The results revealed a significant moderate standardized mean change between pre- and post-measurement for the main effect of EI training, and a stable pre- to follow-up effect. Additionally, the type of EI model, dimensions of the four branch model, length, and type of publication turned out to be significant moderators. The results suggest that EI trainings should be considered effective interventions.

CONCLUSION:

A competent and confident professional nurse results when Emotional Intelligence (EI) is developed and sustained throughout the basic nursing program. Nursing students enhance their critical thinking skills, capacity for therapeutic relationships, and potential for an empathetic and evidence-based practice. A high EI promotes comprehensive coping skills to address stress, conflict, or any negative behaviors in academe and work-related environments.

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Received on 06.12.2018 Modified on 25.01.2019

Asian J. Nursing Education and Research. 2019; 9(3):289-292.

DOI: 10.5958/2349-2996.2019.00062.4

CORRELATION	SENSITIVITY	MATURITY	COMPETENCY	t value
SENSITIVITY	1	0.312	1	6.6
MATURITY	0.312	1	0.06	7.4
COMPETENCY	1	0.06	1	10.2
EQ OVERALL	0.138198323	0.398711468	0.840775848	-