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Lee and Gu: Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research
Original Article

Journal of Korean Academy of Nursing 2014; 44(6): 682-696.

Published online: 31 December 2014

DOI: https://doi.org/10.4040/jkan.2014.44.6.682

Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research

Oi Sun Lee1, Mee Ock Gu2

1Department of Nursing, Changshin University, Changwon, Korea.

2College of Nursing·Gerontological Health Research Center, Institute of Health Sciences, Gyeongsang National University, Jinju, Korea.

Address reprint requests to: Gu, Mee Ock. College of Nursing, Gyeongsang National University, 816-15 beon-gil, Jinju-daero, Jinju 660-751, Korea. Tel: +82-55-772-8226, Fax: +82-55-772-8222, mogu@gnu.ac.kr

Received 22 July 2014       Revised 28 July 2014       Accepted 30 October 2014

© 2014 Korean Society of Nursing Science

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students.

Methods

The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis.

Results

Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program.

Conclusion

Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

Keywords: Emotional intelligence, Communication skills, Resilience, Stress coping strategy, Clinical competence

Figures and Tables

Figure 1
Research design.
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Table 1
Emotional Intelligence Program for Undergraduate Nursing Students
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EI=Emotional intelligence; SEA=Self-emotions appraisal; OEA=Others-emotions appraisal; ROE=Regulation of emotion; UOE=Use of emotion.

Table 2
Homogeneity Test of Characteristics and Dependent Variables between Experimental and Control Group (N=36)
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*Fisher's exact test; Exp.=Experimental group; Cont.=Control group.

Table 3
Effect of Emotional Intelligence Program on Emotional Intelligence, Communication Skills, Resilience, Stress Coping Strategy, and Clinical Competence (N=36)
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Exp.=Experimental group (n=17); Cont.=Control group (n=19); G×T=Group×Time.

Table 4
Experience of Changes in Clinical Practice after Participating in Emotional Intelligence Program
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Notes

This manuscript is based on a part of the first author's doctoral dissertation from from Gyeongsang National University.

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