Belay Alemayehu Sayih, Kassie Aychew
Mizan Tepi-University, College of Medicine and Health Science, Department of Nursing, Mizan Aman, Ethiopia.
Adv Med Educ Pract. 2021 Aug 21;12:913-922. doi: 10.2147/AMEP.S325212. eCollection 2021.
Today, one of the most challenging duties of nursing school is achieving clinical practice proficiency. Emotional intelligence correlates with students' clinical practice performance. Such data are scarce in Southwest Ethiopia. Therefore, this study aimed to examine the relationship between emotional intelligence and clinical performance of undergraduate nursing students during obstetrics and gynecology nursing practice.
A cross-sectional study was employed. All registered 186 fourth-year undergraduate nursing students of Mizan-Tepi University were included in the study. The data were collected using the self-administered structured questionnaires after briefly explaining the objective of the study. The Schutte Self Report Emotional Intelligence Test (SSEIT) was used to collect the data associated with emotional intelligence. Independent -test, Pearson correlation, linear regression, and ANOVA were computed as appropriate after checking all necessary assumptions and statistical significance was declared at p<0.05.
Emotional intelligence was strongly correlated with clinical practice performance [r (186) =0.767, p<0.0001]. There was a statistically significant difference in the mean clinical practice performance by sex, where males were performed better [t(186)=3.27, p<0.0001]. Linear regression analysis showed that emotional intelligence was the only predictor of clinical practice performance (β=0.219, p<0.0001). In one way ANOVA, the Welch test [ (3,182) = 218.18, <0.0001] and the Brown-Forsythe test [ (3,182) = 150.73, <0.0001)] revealed that there were statistically significant differences in the mean clinical practice performance among levels of emotional intelligence.
This study confirmed that the emotional intelligence of nursing students had significantly affected their clinical performance. This finding poses important questions for the educators responsible for nursing education in both academic and clinical settings. Further investigation is required to assess the factors that increase or decrease EI in nursing students is warranted.
如今，护理学院最具挑战性的职责之一是实现临床实践熟练程度。情商与学生的临床实践表现相关。在埃塞俄比亚西南部，此类数据稀缺。因此，本研究旨在探讨本科护理学生在妇产科护理实践期间情商与临床绩效之间的关系。
采用横断面研究。米赞 - 泰皮大学所有注册的186名四年级本科护理学生均纳入本研究。在简要解释研究目的后，使用自行填写的结构化问卷收集数据。使用舒特自我报告情商测试（SSEIT）收集与情商相关的数据。在检查所有必要假设后，酌情计算独立样本t检验、皮尔逊相关性、线性回归和方差分析，p<0.05时声明具有统计学意义。
情商与临床实践表现密切相关[r（186）=0.767，p<0.0001]。按性别划分的平均临床实践表现存在统计学显著差异，男性表现更好[t（186）=3.27，p<0.0001]。线性回归分析表明，情商是临床实践表现的唯一预测因素（β=0.219，p<0.0001）。在单因素方差分析中，韦尔奇检验[F（3,182）=218.18，p<0.0001]和布朗 - 福赛斯检验[F（3,182）=150.73，p<0.0001]表明，情商水平之间的平均临床实践表现存在统计学显著差异。
本研究证实，护理学生的情商对其临床绩效有显著影响。这一发现给负责学术和临床环境中护理教育的教育工作者提出了重要问题。有必要进一步调查评估增加或降低护理学生情商的因素。
