Dou Shuangting, Han Chenyan, Li Conghong, Liu Xiaoxin, Gan Wanling
Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China.
Teaching and Research Department of Clinical Nursing, Shanghai Jiao Tong University School of Nursing, 227 South Chong Qing Road, Building 1, Room 209, Huangpu District, Shanghai, 200025, China.
BMC Nurs. 2022 Jun 13;21(1):149. doi: 10.1186/s12912-022-00933-y.
Internship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns.
A cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson's correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis.
The mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that "managing emotions" and "facilitating thought" of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on "managing emotions" and "facilitating thought".
EI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools.
实习是护理专业学生培养临床技能和树立职业态度的关键时期。随着医学的发展和教学模式的转变，对护理实习生的要求也在不断变化。护理专业学生的情商对其临床实践表现有影响。本研究旨在探讨情商对护理实习生临床能力的影响。
采用横断面观察性研究，纳入2019年4月1日至2020年4月30日在中国上海一家三级医院实习的护理专业学生（N = 310）。分别使用中文版情商量表（EIS）和整体临床评估工具（HCAT）来测量实习生的情商和临床能力。采用Pearson相关系数确定情商与临床能力之间的相关性。进行多元线性回归分析以进一步探讨情商对临床能力的影响，并使用结构方程模型（SEM）进行多变量路径分析。
实习生的平均情商和临床能力得分分别为125.17±14.98和97.91±19.55，表明在这两个方面均处于中上等水平。情商得分与临床能力得分呈正相关（R = 0.534，p < 0.05）。多变量路径分析表明，情商分支中的“情绪管理”和“思维促进”对临床能力有直接影响。此外，学校类型、家庭经济状况和情商知识通过对“情绪管理”和“思维促进”的影响间接影响临床能力。
情商对于提高护理专业学生的临床能力至关重要。情商培训应侧重于思维促进和情绪管理。教育工作者还需要考虑护理专业学生的背景和学校的特点。
