Emotional intelligence: the most potent factor in the success equation

Emotional intelligence and its impacts on the clinical performance of nurses in general public hospitals

Objectives

The nursing profession is considered to be at a high risk of workplace stress, workload, and burnout due to the high job demands. The nurses require the appropriate and prompt coping mechanisms to relieve the effects of stress. The nurses have to be emotionally intelligent to overcome the work-related stress to meet the clinical-based duties. But there is a paucity of the effect of emotional intelligence (EI) on the clinical performance of nurses in the literature. Therefore, the role of dimensions of EI in the improvement of clinical performance of nurses was explored in this study.

Methods

A total of 194 nurses with different education levels and experiences were included from various clinical departments and shifts of public hospitals in Iraqi Kurdistan.

Results

The mean age of the nurses was 29.44 years, with ages ranging from 23 years to 36 years. The nurses were men (56.70%), married (53.10%), non-smokers (86.10%), physically active (55.70%), and irregular physically active (63.90%). Nurses were able to appraise their own emotions but not the emotions of other nurses. They regulated their own emotions but were weak in regulating the emotions of other nurses. They did not utilize emotions in coming up with new ideas and facing obstacles in clinical settings. Generally, the nurses reported that a little clinical performance is required in medical settings. The levels of interpersonal communication and problem solving were improved with an increasing appraisal and regulating own emotions. The level of problem solving was improved with appraising own emotions and utilizing emotions in facing obstacles.

Conclusions

Nurses need to know how to regulate others’ emotions and utilize these emotions in coming up with new ideas and facing the obstacles positively in medical settings.

Deconstructing the relationship between mindfulness and leader effectiveness

Purpose

Recent research implies that leader performance may be enhanced by mindfulness. The purpose of this paper is to present findings that help clarify the process of behavioral development that may be involved, as well as contributing to a better understanding of why leaders attribute improved effectiveness to mindfulness.

Design/methodology/approach

Data were collected through 42 modified behavioral-event interviews with senior organizational leaders from ten countries. Data analysis was performed using qualitative analysis techniques, and the emotional and social competency inventory (ESCI).

Findings

Mindfulness is perceived by practitioners as significantly influencing the development of behaviors, and changes to awareness, that they link to improved leadership effectiveness. Mindfulness is also perceived as enhancing cognitive function, and may contribute to the development of emotional intelligence competencies linked to increased leadership performance.

Practical implications

The results have potential implications for improving the efficacy of leadership development activities specifically through the incorporation of mindfulness and emotional intelligence training activities.

Originality/value

To the researcher’s knowledge, this is both the first qualitative study to conduct an in-depth analysis exploring the link between mindfulness and improvements in leader effectiveness, and also the first study to examine these relationships using the ESCI as a framework for analysis.

Emotional intelligence in professional nursing practice: A concept review using Rodgers's evolutionary analysis approach

Background

Knowledge around emotional intelligence originated in the 1990s from research regarding thoughts, emotions and abilities. The concept of emotional intelligence has evolved over the last 25 years; however, the understanding and use is still unclear. Despite this, emotional intelligence has been a widely-considered concept within professions such as business, management, education, and within the last 10 years has gained traction within nursing practice.

Aims and objectives

The aim of this concept review is to clarify the understanding of the concept emotional intelligence, what attributes signify emotional intelligence, what are its antecedents, consequences, related terms and implications to advance nursing practice.

Method

A computerized search was guided by Rodger's evolutional concept analysis. Data courses included: CINAHL, PyschINFO, Scopus, EMBASE and ProQuest, focusing on articles published in Canada and the United Stated during 1990–2017.

Results

A total of 23 articles from various bodies of disciplines were included in this integrative concept review. The analysis reveals that there are many inconsistencies regarding the description of emotional intelligence, however, four common attributes were discovered: self-awareness, self-management, social awareness and social/relationship management. These attributes facilitate the emotional well-being among advance practice nurses and enhances the ability to practice in a way that will benefit patients, families, colleagues and advance practice nurses as working professionals and as individuals.

Conclusion

The integration of emotional intelligence is supported within several disciplines as there is consensus on the impact that emotional intelligence has on job satisfaction, stress level, burnout and helps to facilitate a positive environment. Explicit to advance practice nursing, emotional intelligence is a concept that may be central to nursing practice as it has the potential to impact the quality of patient care and outcomes, decision-making, critical thinking and overall the well-being of practicing nurses.

Q-factor emotional intelligence profiles as an area for development in graduate nurse anesthesia students

Some fear that the added demands of the Affordable Care Act may worsen already high attrition rates among nurses. One potential solution is that graduate nursing programs must do a better job of selecting and retaining those who can persist in training to gain the clinical and leadership skills necessary to fill these new roles. Some believe emotional intelligence (EI) may help with the selection and retention of graduate nursing students. This study examined EI in 216 nurse anesthesia (NA) students. Q-factor analysis was used to create EI profiles of first-semester, 1-year, and last-semester NA students. It showed one EI type was consistent at each point in the program: High Facial Reader/Low EI Manager.

Emotional intelligence and nursing performance among nursing students

Some scholars have proposed that the educational preparation of nurses can be improved by incorporating emotional intelligence lessons into the nursing curricula. However, the relationship between emotional intelligence and nursing performance in nursing students is unknown. The purpose of the study was to examine this relationship among nursing students. A descriptive correlational design with non-probability sampling methods of 87 nursing students in a university setting was conducted. The variables of focus were emotional intelligence and nursing performance. Emotional intelligence was measured with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Nursing performance was measured using the Six Dimension Scale of Nursing Performance (6-D Scale). The sample was predominately Caucasian (91%), female (93%), mean age 24 years. The mean score for emotional intelligence was 0.53, SD ± 0.06 indicating moderate emotional intelligence. The mean score for nursing performance was 3.14, SD ± 0.40 indicating moderate nursing performance. Emotional intelligence was related to nursing performance. Four of the six nursing performance subscale scores were significantly correlated with the total emotional intelligence scores. Implications for nursing education and clinical practice are discussed.

A cross-sectional study of emotional intelligence in baccalaureate nursing students

Emotional intelligence (EI) has been identified as a set of competencies necessary for workplace success. EI is deemed essential for effective nursing practice, yet little research has been done in nursing. The purpose of this study was to describe the EI scores of baccalaureate nursing students and to determine if there was a difference among the students across the four years of the program. A cross-sectional design was used to examine the EI scores of 100 female nursing students (25 in each of the four years). Students completed the BarOn Emotional Quotient Inventory Short (EQ-i:S), a 51-item self-report questionnaire that includes scores for a total EQ and 5 subscales. Undergraduate nursing students in each of the four years of the program had EI scores within the emotionally and socially effective functioning capacity, identifying them as being able to establish satisfying interpersonal relationships, and work well under pressure. The difference in total EQ scores between students in Year 1 and Year 4 was statistically significant (p= or <.05) as were the scores in the interpersonal and the stress management subscales (p= or <.05) with students in Year 4 scoring higher than those in Year 1. Implications for nursing education are discussed.

Emotional intelligence and nursing: an integrative literature review

AIM

The purpose of this paper is to present findings of an integrative literature review related to emotional intelligence (EI) and nursing.

BACKGROUND

A large body of knowledge related to EI exists outside nursing. EI theory and research within nursing is a more recent phenomenon. A broad understanding of the nature and direction of theory and research related to EI is crucial to building knowledge within this field of inquiry.

METHOD

A broad search of computerized databases focusing on articles published in English during 1995-2007 was completed. Extensive screening sought to determine current literature themes and empirical research evidence completed in nursing focused specifically on emotional intelligence.

RESULTS

39 articles are included in this integrative literature review (theoretical, n=21; editorial, n=5; opinion, n=4 and empirical, n=9). The literature focuses on EI and nursing education, EI and nursing practice, EI and clinical decision-making, and EI and clinical leadership. Research that links EI and nursing are mostly correlation designs using small sample sizes.

CONCLUSION

This literature reveals widespread support of EI concepts in nursing. Theoretical and editorial literature confirms EI concepts are central to nursing practice. EI needs to be explicit within nursing education as EI might impact the quality of student learning, ethical decision-making, critical thinking, evidence and knowledge use in practice. Emotionally intelligent leaders influence employee retention, quality of patient care and patient outcomes. EI research in nursing requires development and careful consideration of criticisms related to EI outside nursing is recommended.

Creating a holistic environment for practicing nurses

Until nurse administrators and nurse educators focus on improving the nursing practice environments in which we lead and teach others, it is likely to be extremely difficult for nurses to succeed in providing holistic care to clients. To promote a holistic practice environment for nurses, we need to find creative ways to apply newer leadership theories in practice and education. A heightened self-awareness of our own emotions and how we influence others can promote more positive relationships, and thus a more nurturing practice environment, for nurses of all ages, cultures, and levels of experience.

Factors influencing nurse supervisor competence: a critical incident analysis study

AIM

The aim of the study was to identify factors related to critical incidents that influence the competence of nurse supervisors.

BACKGROUND

Nurse supervisors require considerable competence in order to help supervisees to reflect on their clinical work and to interpret the needs of the patient.

METHOD

A qualitative approach involving the critical incident technique was used. Critical incidents were collected by means of self-reports from 25 nurse supervisors.

FINDINGS

Two main areas emerged: a professional and a personal stance. The professional stance described the nurse supervisors' awareness of the importance of creating a secure learning environment and facilitating reflection. The supervisors structured the material and created awareness of fundamental nursing values. The second main area, personal stance, described the nurse supervisors' behaviour when they gave the participating nurses the opportunity to work through the experiences gained in the daily provision of nursing care. Although they experienced lack of self-assurance during the supervision session, they also expressed security regarding their own performance as nurse supervisors.

CONCLUSIONS

Nurse supervisors need to include more nursing theory and focus on the nursing process as well as being aware of their own shortcomings and resources. One way for the supervisor to scrutinize his/her actions is to discuss and examine them with a more experienced nurse supervisor colleague.

Emotional intelligence in nursing work

BACKGROUND

Emotional labour has been widely accepted in the literature as part of nursing work, however the contribution of emotional intelligence in the nursing context requires further study.

AIM

This paper aims to present an analysis of the literature on emotional intelligence and emotional labour, and consider the value of emotional intelligence to nursing.

METHOD

A literature search was undertaken using the CINAHL and MEDLINE databases. Search terms used were 'emotions', 'intelligence', 'emotions and intelligence' and 'emotional labour'. A hand-search of relevant journals and significant references added to the data.

RESULTS

Emotional intelligence plays an important part in forming successful human relationships. Emotional labour is important in establishing therapeutic nurse-patient relationships but carries the risk of 'burnout' if prolonged or intense. To prevent this, nurses need to adopt strategies to protect their health. The potential value of emotional intelligence in this emotional work is an issue that still needs to be explored.

CONCLUSIONS

Analysis of the literature suggests that the modern demands of nursing draw on the skills of emotional intelligence to meet the needs of direct patient care and co-operative negotiations with the multidisciplinary team. The significance of this needs to be recognized in nurse education. The link between emotional intelligence and emotional labour is a fruitful area for further research. The potential benefits of gaining a better understanding of how these concepts interact is largely conjecture until we have more evidence. The prospect that there may be advantages to both nurses and patients is a motivating factor for future researchers.

A look at nursing leadership through the lens of a dancer

TOPIC

Using the world of dance to describe leadership dimensions.

PURPOSE

To explore the art of nursing leadership from the perspective of dance, a form of artistry through movement.

SOURCES

Published literature and the author's own experience.

CONCLUSIONS

The metaphors of dance bring the concept to life in a new way.

Exploring emotional intelligence. Implications for nursing leaders

Emotional intelligence is being touted in the popular literature as an important characteristic for successful leaders. However, caution needs to be exercised regarding the connection between emotional intelligence and workplace success. The author contrasts 2 current models of emotional intelligence, the measurements being used, and the ability of emotional intelligence to predict success. Implications for the workplace are discussed.

Australian clinical nurse supervisors' ethical decision-making style

This paper explores clinical nurse supervisors' ethical styles with regard to supervision in healthcare. Eighty-six registered nurses, all with experience of supervising clinical nurses and students in nursing, completed a specifically designed questionnaire. A qualitative interpretative content analysis identified three core themes: (i) 'Is it safe?'; (ii) 'Is it right?'; and (iii) 'Is it kind?', describing the clinical nurse supervisors' ethical styles. The first core theme 'Is it safe?' covered the supervisors' rules, codes and values that guide their supervisory actions, as well as two sub-themes: (i) empowerment and (ii) integrity. The second core theme 'Is it right?' described the supervisors' responsibility and advocacy as well as the ethical dilemmas experienced in the supervisory process. The third core theme 'Is it kind?' included the supervisors' relationships with patients, professionals and supervisees. The results demonstrate the value of offering a support system, such as clinical supervision, which helps nurses to explore their professional identity for the benefit of the patients.