Alharbi Kholoud
Department of Nursing Administration and Education, College of Nursing, King Saud University, Riyadh, Saudi Arabia.
BMC Nurs. 2025 May 15;24(1):536. doi: 10.1186/s12912-025-03136-3.
Emotional intelligence incorporates important aspects of human connections to develop self-management ability which can boost individual performance. However, existing literature lacks a comprehensive assessment of how emotional intelligence specifically impacts the clinical competence of nursing students. Therefore, the purpose of this study was to determine how emotional intelligence could positively influence the clinical competence of nursing students, ultimately leading to their success.
A cross-sectional study was conducted on a convenience sample of 181 nursing students. The Schutte Self-Report Emotional Intelligence Test was used to measure the emotional intelligence of students; and Clinical Competence Questionnaire were used to measure the clinical competence of students. Necessary statistical analyses were run using SPSS.
Findings indicate a moderate level of emotional intelligence among nursing students 130.4 (SD = 35.4); and moderate level of clinical competence among nursing students 186.8 (SD = 49.7). The results revealed there was a correlation between students' level and emotional intelligence scores; and students' level and clinical competence scores. There was a strong positive correlation between emotional intelligence and clinical practice scores. Multiple linear regression showed the following predictors for emotional intelligence: students' level and course; and the following predictors for clinical competence: course, level, and emotional intelligent.
Emotional intelligence is a crucial aspect in the success and performance of nursing students. Further research studies in multi-geographical areas are required to compare and confirm the findings of the study.
Emotional intelligence in nursing refers to a nurse's ability to comprehend, use, and manage their emotions in ways that encourage successful communication and conflict resolution. Emotional intelligence can assist nurses create a better rapport with patients, which will improve their hospital experience and make them feel well cared for. Emotional intelligence is also vital for self-motivation and building relationships.
Not applicable.
情商包含人际关系的重要方面，以培养自我管理能力，进而提升个人表现。然而，现有文献缺乏对情商如何具体影响护理专业学生临床能力的全面评估。因此，本研究的目的是确定情商如何积极影响护理专业学生的临床能力，最终促成他们的成功。
对181名护理专业学生的便利样本进行了横断面研究。使用舒特自我报告情商测试来测量学生的情商；并使用临床能力问卷来测量学生的临床能力。使用SPSS进行必要的统计分析。
研究结果表明，护理专业学生的情商处于中等水平，为130.4（标准差=35.4）；护理专业学生的临床能力处于中等水平，为186.8（标准差=49.7）。结果显示，学生的年级水平与情商得分之间存在相关性；学生的年级水平与临床能力得分之间也存在相关性。情商与临床实践得分之间存在强正相关。多元线性回归显示，情商的预测因素如下：学生的年级水平和课程；临床能力的预测因素如下：课程、年级水平和情商。
情商是护理专业学生成功与表现的关键因素。需要在多个地理区域进行进一步的研究，以比较和证实本研究的结果。
护理中的情商是指护士理解、运用和管理自己情绪的能力，这些方式有助于成功沟通和解决冲突。情商可以帮助护士与患者建立更好的融洽关系，这将改善患者的住院体验，让他们感到得到了悉心照料。情商对于自我激励和建立人际关系也至关重要。
不适用。
