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

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: July 22, 2014   • Revised: July 28, 2014   • Accepted: October 30, 2014

© 2014 Korean Society of Nursing Science

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.

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  • 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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Figure 1
Research design.
jkan-44-682-g001.jpg
Table 1
Emotional Intelligence Program for Undergraduate Nursing Students
jkan-44-682-i001.jpg

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)
jkan-44-682-i002.jpg

*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)
jkan-44-682-i003.jpg

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
jkan-44-682-i004.jpg

Figure & Data

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    Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research
    Image
    Figure 1 Research design.
    Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research

    Emotional Intelligence Program for Undergraduate Nursing Students

    EI=Emotional intelligence; SEA=Self-emotions appraisal; OEA=Others-emotions appraisal; ROE=Regulation of emotion; UOE=Use of emotion.

    Homogeneity Test of Characteristics and Dependent Variables between Experimental and Control Group (N=36)

    *Fisher's exact test; Exp.=Experimental group; Cont.=Control group.

    Effect of Emotional Intelligence Program on Emotional Intelligence, Communication Skills, Resilience, Stress Coping Strategy, and Clinical Competence (N=36)

    Exp.=Experimental group (n=17); Cont.=Control group (n=19); G×T=Group×Time.

    Experience of Changes in Clinical Practice after Participating in Emotional Intelligence Program

    Table 1 Emotional Intelligence Program for Undergraduate Nursing Students

    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)

    *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)

    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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