Rehabilitation and Health Sciences, College of Health Sciences, University of Kentucky, 720 Sports Center Drive, Lexington, KY 40502, USA.
Department of Communication Sciences and Disorders, College of Health Sciences, University of Kentucky, Room 120F Wethington Bldg., 900 S. Limestone Street, Lexington, KY 40536-0200, USA.
Nurse Educ Today. 2024 Dec;143:106387. doi: 10.1016/j.nedt.2024.106387. Epub 2024 Sep 2.
High prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula.
To explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables.
Cross-sectional survey study.
Data was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey.
147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP).
Participants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale.
A large negative correlation was noted between emotional intelligence and burnout (r = -0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence.
These findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.
医疗专业学生中普遍存在倦怠现象，对学业成绩、心理健康和生活质量造成不利影响。情绪智力是一种可训练的技能，已被证明可以预防倦怠、改善心理健康、降低焦虑和压力，但在许多医疗专业课程中缺乏标准化的纳入。
为了探索情绪智力作为减轻倦怠的工具的效用，本研究旨在确定情绪智力与医疗专业学生跨专业群体中的倦怠之间的关系，并确定相关变量。
横断面调查研究。
数据于 2022 年秋季通过全国性在线调查在 14 周内收集。
来自以下专业或博士项目的 147 名医疗专业学生：运动训练学硕士（ATC）、物理治疗博士（DPT）、职业治疗学硕士或博士（OT/OTD）、言语语言病理学硕士（SLP）、医学博士（MD）、医师助理研究（PA-S）、护理科学学士（RN）或护理实践研究（NP）。
参与者完成了一份人口统计学表格（个人/学校相关变量，包括以前的教育和正念习惯）、特质情绪智力问卷-短式（TEIQue-SF）、Oldenberg 倦怠量表-学生版（OLBI-S）和 RU-SATED 睡眠健康量表。
情绪智力与倦怠之间存在显著的负相关（r=-0.591，p<.001）。情绪智力和年龄是倦怠的显著预测因素。以前的情绪智力学习和正念实践在情绪智力方面也表现出显著差异。
这些发现表明，更高的情绪智力可能对医疗专业学生的倦怠和幸福感产生积极影响。应探索旨在提高情绪智力的教育干预措施，将其纳入医疗专业教育课程。
