Enhancing emotional intelligence in the health care environment: an exploratory study

Does Emotional Intelligence of Dental Undergraduates Influence Their Patient Satisfaction?

Objectives

The research aimed to investigate if emotional intelligence (EI) scores of dental undergraduates influenced their patients' satisfaction with the treatment received.

Methods

A 33-item EI questionnaire was completed by 46 dental undergraduates in a cross-sectional study. Responses, measured on a five-point Likert scale, were summed to yield EI scores. Patients treated by the same undergraduates were invited to complete a patient satisfaction (PS) questionnaire. EI and PS scores were calculated and compared by undergraduates' gender and the patients' age and education status. The four EI factors (optimism/mood regulation, appraisal of emotions, utilization of emotions, and social skills of students) were correlated with PS using Spearman's correlation test with a significance level set at p < 0.05.

Results

EI scores did not differ significantly between male (N = 23) and female (N = 23) undergraduates (p=0.218). PS was not associated with patients' gender, but those educated to the secondary school level were more likely to be satisfied compared to those educated to the college/university level (p=0.022). Of the four EI factors, optimism/mood regulation was positively correlated with PS (p=0.049).

Conclusion

The results of the study suggest that the EI of the students can influence PS. Practical Implications. Interventions to enhance EI can be developed to improve the patient experience.

Exploring the Relation between Emotional Intelligence, Subjective Wellness, and Psychological Distress: A Case Study of University Students in Taiwan

Given the importance of emotions in human life and the necessity of managing one's emotions, this research project conducted an 18 week course on emotional management for a group of undergraduate students, investigated the differences in emotional intelligence (EI) levels before and after the course, and assessed EI's effect on selected subjective wellness and psychological distress variables. The study indicated many significant results. Most importantly, the comparison of the pre-course and post-course EI scores indicated that the EI skills and competencies could be learned and enhanced through formal education. Additionally, there were also significant regression coefficients of pre-course and post-course EI scores on both subjective wellness and psychological distress variables. The significant results endorse that EI knowledge, skills, and competencies could indeed be enhanced through formal education. In particular, the understanding of EI could help the educationists and helping professionals in assessing people's level of EI, designing relevant courses, and raising the impact of EI on both overall wellness and psychological distress.

Can We "Brain-Train" Emotional Intelligence? A Narrative Review on the Features and Approaches Used in Ability EI Training Studies

Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes.

Improving Emotional Intelligence: A Systematic Review of Existing Work and Future Challenges

Emotional intelligence (EI) can be defined as the ability to identify, express, understand, manage, and use emotions. EI has been shown to have an important impact on health, relationships, and work/academic performance. In this article, we present a systematic review of 46 EI intervention studies on adult populations in order to assess their outcomes. Overall, these findings provide some support for the efficacy of EI programs. However, important limitations in most of the studies restrict the generalizability of their results. We discuss the contributions and limitations of these studies and make recommendations for the development and implementation of future interventions.

Association Between Emotional Intelligence and Academic Performance Among Dental Hygiene Students

Emotional intelligence (EI) has been increasingly associated with the success of health care professionals, including dental professionals. Mental health, physical health, and life satisfaction all have been linked to having a high EI. The aim of this study was to determine any associations between EI scores and academic and clinical performance in a cohort of undergraduate dental hygiene students. All 63 first- and second-year dental hygiene students enrolled at The Ohio State University in the spring term 2017 were invited to participate in this quantitative cross-sectional study. The survey consisted of demographic questions and 30 emotional quotient self-assessment checklist questions divided into six EI subsets. The EI subset scores were then correlated with students' academic and clinical grades. A total of 45 students completed the questionnaire, for a response rate of 71.4%. Most of the participants scored between 16 and 19 for each EI domain, meaning they had a moderate EI level. A significant regression equation of EI subset scores and clinical GPA was found (F(3,41)=7.474, p<0.001), with an R² of 0.354. Simple linear regression was calculated to predict clinical performance based on EI, and a significant regression equation was found (F(3,41)=6.727, p<0.001), with an R² of 0.330. The EI subsets of self-control, motivation, and self-confidence were found to be predictors of overall academic performance. The EI subsets of social competence, empathy, and motivation were found to be predictors of clinical performance. These results suggest that more attention to the development of emotional intelligence may lead to improved academic and clinical performance among undergraduate dental hygiene students.

Ability emotional intelligence of nurse managers in the Midwestern United States

Objective:

The aim of this study was to describe the emotional intelligence (EI) and examine the corresponding demographic characteristics of front-line Nurse Managers in acute care settings.

Methods:

This quantitative descriptive study was conducted in eight acute care hospitals in the Midwestern United States. The Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) was used to measure the EI of 87 front-line Nurse Managers. Demographic characteristics of the participants were captured on a second tool, the Nurse Manager Demographic Characteristics questionnaire. Descriptive and inferential statistics were used for analysis.

Results:

Significant correlations were found between the perceiving and using branches of the model and total EI score and nurses certified in a specialty. No significant correlations were found between EI and graduate education, age, years in management, percentage of time in management or number of direct reports. Considerations for future research are discussed.

Conclusions:

Opportunity exists to develop EI in front-line Nurse Managers.

Structured Interview Questions for Selecting Productive, Emotionally Mature, and Helpful Employees

Behavioral description questions for a structured interview format are provided so that managers can probe an applicant's intelligence, emotional intelligence, and organizational citizenship behaviors. Research suggests that the best performing employees are high on intelligence, and the most socially competent employees are high on emotional intelligence. A study was conducted with a nursing department, and results indicate that emotional intelligence is related to organizational citizenship behaviors. Those individuals high on organizational citizenship behaviors exceed formal role expectations and positively influence organization outcomes.