Journal of Korean Academy of Nursing

Factors Related to Emotional Leadership in Nurses Manager: Systematic Review and Meta-Analysis: Jang, Se Young , Park, Chan Mi , Yang, Eun Hee; J Korean Acad Nurs 2024;54(2):119-138. Published online May 31, 2024; DOI: https://doi.org/10.4040/jkan.24026

Abstract PDF: Purpose
This study aimed to identify research trends related to emotional leadership among nurse managers by conducting a systematic literature review and meta-analysis. This study sought to derive insights that could contribute to improving emotional leadership in nursing practice.
Methods
A systematic review and meta-analysis were conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and Meta-Analysis Of Observational Studies in Epidemiology (MOOSE) guidelines. Databases including PubMed, Cumulative Index to Nursing and Allied Health Literature, Scopus, Web of Science, Research Information Sharing Service, Koreanstudies Information Service System, Korean Medical Database, KoreaMed, ScienceON, and DBpia were searched to obtain papers published in English and Korean. Literature searches and screenings were conducted for the period December 1, 2023 to December 17, 2023. The effect size correlation (ESr) was calculated for each variable and the meta-analysis was performed using the statistical software SPSS 29.0, R 4.3.1.
Results
Twenty-five (four personal, six job, and fifteen organizational) relevant variables were identified through the systematic review. The results of the meta-analysis showed that the total overall effect size was ESr = .33. Job satisfaction (ESr = .40) and leader-member exchange (ESr = .75) had the largest effect size among the job and organizational-related factors.
Conclusion
Emotional leadership helps promote positive changes within organizations, improves organizational effectiveness, and increases member engagement and satisfaction. Therefore, it is considered an important strategic factor in improving organizational performance.

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Emotional Intelligence, Academic Motivation, and Achievement among Health Science Students in Saudi Arabia: A Self-Deterministic Approach: Mahrous, Rasha Mohammed , Bugis, Bussma Ahmed , Sayed, Samiha Hamdi; J Korean Acad Nurs 2023;53(6):571-583. Published online December 31, 2023; DOI: https://doi.org/10.4040/jkan.23028

Abstract PDF: Purpose
This study used a self-deterministic approach to explore the relationship between emotional intelligence (EI), academic motivation (AM), and achievement among health science students.
Methods
A descriptive cross-sectional study was conducted in three cities of Saudi Arabia (Dammam, Riyadh, and Jeddah). A convenience sample of 450 students was incorporated using the multistage cluster sampling technique. The online survey contained three sections: students' basic data and academic achievement level, the modified Schutte self-report inventory, and the Academic Motivation Scale lowercase.
Results
This study revealed moderate overall scores for EI (57.1%), AM (55.6%), and grade point average (GPA) (57.6%). The overall EI score, its domains, and GPA had significant positive correlations with overall AM and intrinsic and extrinsic motivation (p < .01). Amotivation had an insignificant correlation with GPA (p < .05), but it was negatively correlated with EI and its domains (p < .01). Multiple regression analysis proved that EI domains predicted 5.0% of GPA variance; emotions appraisal and expression (β = .02, p = .024), regulation (β = .11, p = .032), and utilization (β = .24, p < .01). EI domains also predicted 26.0% of AM variance; emotions appraisal and expression (β = .11, p = .04), regulation (β = .33, p < .01), and utilization (β = .23, p < .01). Moreover, AM predicted 4.0% of the variance in GPA; intrinsic (β = .25, p = .004) and extrinsic (β = .11, p = .022) motivation. AM also predicted 25.0% of the variance in EI: intrinsic (β = .34, p < .01) and extrinsic motivation (β = .26, p = .026).
Conclusion
EI and AM have a bidirectional influence on each other, significantly shaping the GPA of health sciences students in Saudi Arabia, where intrinsic motivation has a predominant role. Thus, promoting students' AM and EI is recommended to foster their academic achievement.

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1 Web of Science

Effects of Emotional Intelligence on Job Satisfaction of Pediatric Nurses: The Mediating Effect of Communication Skills and Pediatric Nurse-Parent Partnership: Lee, Da Gyeon , Choi, Mi-Young; J Korean Acad Nurs 2023;53(5):514-524. Published online October 31, 2023; DOI: https://doi.org/10.4040/jkan.23044

Abstract PDF: Purpose
This study aimed to identify the mediating effects of communication skills and pediatric nurse-parent partnership on the relationship between emotional intelligence and job satisfaction among pediatric nurses.
Methods
A survey was administered to 205 pediatric nurses working in children’s, general, and tertiary hospitals situated in Chungcheong province and Seoul. Data were collected in August and September 2022. The collected data were analyzed using SPSS Statistics version 26.0 along with the PROCESS macro program.
Results
Emotional intelligence had a significant effect, and was a critical factor affecting the job satisfaction of pediatric nurses. Furthermore, communication skills and nurse-parent partnership had a serial double mediating effect.
Conclusion
These findings underscore the significance of conducting job satisfaction improvement programs, including strategies for augmenting emotional intelligence, bolstering communication skills, and fostering nurse-parent partnership.

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The Reliability and Validity of Korean Version of Wong and Law Emotional Intelligence Scale (K-WLEIS): Jeong, Harim , Choi, Heejung , Park, Myungsook; J Korean Acad Nurs 2020;50(4):611-620. Published online August 31, 2020; DOI: https://doi.org/10.4040/jkan.20109

Abstract PDF: Purpose
The aim of this study was to evaluate the reliability and validity of the Korean version of the Wong and Law Emotional Intelligence Scale (K-WLEIS). Methods: Data were collected from 360 nursing students using a self reported questionnaire. Exploratory and confirmatory factor analysis were used to test construct validity. Convergence validity was identified by correlation with communication competency. Item convergent and discriminant validity were also analyzed. Reliability was evaluated internal consistency and test-retest reliability. Results: The results of exploratory factor analysis showed that the eigen values ranged from 1.34 to 5.86 and 73.2% of the total explained variance. Confirmatory factor analysis showed adequate model fit indices (χ² /df 1.89, RMSEA .07, GFI .89, CFI .95, and TLI .93) and standardized factor loadings (.48 to .87). The average extracted variances (.71 to .79) and composite reliability (.80 to .87) validated convergence and discriminant validity of the items. Test-retest reliability of intra-class correlation coefficient was .90 and the Cronbach’s alpha coefficient was .88. Conclusion: The K-WLEIS is an appropriate scale for measuring the emotional intelligence of Korean nursing students. Therefore, it is expected that the K-WLEIS will be used for nursing education programs to improve nursing students’ emotional intelligence.

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4 Web of Science

Psychosocial Well-Being of Clinical Nurses Performing Emotional Labor: A Path Analytic Model Approach: Yoonjeong Lee, Hyunli Kim; J Korean Acad Nurs 2019;49(3):307-316. Published online January 15, 2019; DOI: https://doi.org/10.4040/jkan.2019.49.3.307

Abstract PDF: Abstract Purpose
This study was conducted to investigate the influence of emotional expressivity, emotional intelligence, affectivity, job autonomy, social support, and emotional labor on clinical nurses’ individual well-being and to provide guidelines for interventions and strategies for its improvement.
Methods
The sample consisted of 207 nurses recruited from a general hospital in Korea. The participants completed a structured self-report questionnaire comprising measures of emotional expressivity, emotional intelligence, positive affectivity, negative affectivity, job autonomy, supervisor support, coworker support, deep acting, surface acting, emotional exhaustion, and job satisfaction. Data were analyzed using SPSS statistics 22.0 and AMOS 22.0.
Results
The final model was a good fit for the data based on the model fit indices. In the path analysis, surface acting, negative affectivity, supervisor support, and coworker support had statistically significant effects on emotional exhaustion, explaining 29.0% of the variance. Deep acting, emotional exhaustion, positive affectivity, and emotional intelligence had statistically significant effects on job satisfaction, explaining 43.0% of the variance.
Conclusion
Effective strategies to improve clinical nurses’ individual well-being should focus on surface acting, deep acting, affectivity, social support, and emotional intelligence. The results of this study can be utilized as base data to manage emotional labor and improve clinical nurses’ individual well-being.

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1 Web of Science

Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research: Oi Sun Lee, Mee Ock Gu; J Korean Acad Nurs 2014;44(6):682-696. Published online December 31, 2014; DOI: https://doi.org/10.4040/jkan.2014.44.6.682

Abstract PDF: 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.

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