The Effect of Nursing Students’ Emotional Intelligence Levels on Their Attitudes Toward the Nursing Profession

Year 2025, Volume: 15 Issue: 1, 110 - 116, 28.03.2025

Kadriye Özkol Kılınç , Çiğdem Torun Kılıç , Havva Öztürk

https://doi.org/10.33808/clinexphealthsci.1477183

Abstract

Objective: To determine the effect of nursing students’ emotional intelligence levels on their attitudes toward the nursing profession.
Methods: In this study involving 746 nursing students from the nursing department of a university's faculty of health sciences, a specific sample selection was not employed; instead, an attempt was made to reach the entire population. The study was conducted with 586 (78.55%) students. The data was collected between March and April 2021 using the information form, Emotional Intelligence Test, and Attitude Scale for Nursing Profession.
Results: The nursing students’ Emotional Intelligence Test mean score was 140.08±18.06, and their Attitude Scale for Nursing Profession mean score was 4.24±0.30. Males (t=-2.856; p=.004<.01; d=0.324; η2=0.014), those who chose the nursing profession willingly (t=5.272; p=.001<.01; d=0.436; η2=0.045) and satisfied with being nursing students (t=2.851; p=.005<.01; d=0.343; η2=0.014) had higher emotional intelligence total scores. Those who choose the profession willingly (t=13.099; p=.001<.01; d=1.084; η2=0.227) and were satisfied with being a nursing student (t=10.691; p=.001<.01; d=1.286; η2=0.164) had higher attitude toward the profession total scores. Emotional intelligence levels explained their attitudes toward the nursing profession by 16.6% (R2=0.166; F=117.176; p=.001<.01).
Conclusion: The results showed that nursing students had average levels of emotional intelligence and a positive attitude toward the nursing profession. Those who chose the profession and became nursing students had higher emotional intelligence and more positive professional attitudes. Emotional intelligence increases the attitude level of nursing students toward the nursing profession overall. Therefore, to strengthen their positive attitudes towards the profession, nursing students should be encouraged to participate in scientific and social activities that will improve their emotional intelligence levels.

Keywords

emotional intelligence, nursing, nursing students, attitude, occupations

References

• Çolak Okumuş D, Uğur E. Hemşirelerin duygusal zeka düzeylerinin bakım davranışlarına etkisi. ACU Sağlık Bil Derg. 2017; 2:104-109. (Turkish)
• Barkhordarı M, Rostambeygı P. Emotional intelligence in nursing students. Journal Of Advances in Medical Education & Professionalism. 2013;1(2):46-50.
• Erigüç G, Eriş H, Kabalcıoğlu F. Emotional intelligence and communication skills of nursing students: Example of Harran University School of Health. International Online Journal of Educational Sciences. 2014;6(2):398-412. https//doi.org/10.15345/iojes.2014.02.013
• Fernandez R, Salamonson Y, Griffiths R. Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students. J Clin Nurs. 2012;21(23–24):3485–3492. https//doi.org/10.1111/j.1365-2702.2012.04199.x
• Christianson KL. Emotional intelligence and critical thinking in nursing students: Integrative review of literature. Nurse Educator. 2020;45(6):E62-E65. https//doi.org/10.1097/NNE.0000000000000801
• AkbariLakeh M, Naderi A, Arbabisarjou A. Critical thinking and emotional intelligence skills and relationship with students’ academic achievement. Prensa Med Argent. 2018;104(2):1-5. https//doi.org/10.4172/0032-745X.1000280
• Dugué M, Sirost O, Dosseville F. A literature review of emotional intelligence and nursing education. Nurse Education in Practice. 2021; 54:1-10. https//doi.org/10.1016/j.nepr.2021.103124
• Önler E, Yıldız T, Süzen ER, Aydınyılmaz H, Urcanoğlu ÖB, Kılıç Ö, Malak A. Hemşirelik bölümü öğrencilerinin ekip çalışması tutumları ile duygusal zeka düzeyleri arasındaki ilişkinin değerlendirilmesi. International Anatolia Academic Online Journal Health Sciences. 2014;2(2):19-29. (Turkish)
• Bayrak B, Çelik A, Sevinç M, Alev B. Hemşirelik öğrencilerinin duygusal zeka ile kişisel ve sosyal sorumlulukları arasındaki ilişki. Sağlık ve Hemşirelik Yönetimi Dergisi. 2023;10(3):310-318. https//doi.org/10.54304/SHYD.2023.57475 (Turkish)
• Duman D, Acaroğlu R. Hemşirelik yüksekokulu birinci sınıf öğrencilerinin duygusal zekâ düzeyleri ile empati becerileri arasındaki ilişki. Florence Nightingale Journal of Nursing. 2014;22(1):25-32. (Turkish)
• Strickland HP, Cheshire MH. Exploring the correlation between nontraditional variables and student success: A longitudinal study. J Nurs Educ. 2017;56(6):351–355. https//doi.org/10.3928/01484834-20170518-06
• Coban GI, Kirca N, Yurttas A. Analysis of nurses' attitudes about the nursing profession in southern Turkey. International Journal of Caring Sciences. 2015;8(3):665-672.
• Zencir G, Eşer İ. Hemşirelik öğrencilerinin hemşirelik mesleğine yönelik tutumları ile hemşirelik tercihi arasındaki ilişki: Türkiye örneği. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2016;9(2):30-37. (Turkish)
• Sümen A, Teskereci G, Aksoy S, Ergen Z, Ala MM, Üzüm F. Hemşirelik öğrencilerinin hemşirelik mesleğinin imajına yönelik algılarının ve tutumlarının incelenmesi. Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi, 2022;5(1):75-83. https//doi.org/10.38108/ouhcd.852072 (Turkish)
• Ayaz-Alkaya S, Terzi H. Predictors of attitudes towards nursing profession and peer caring behaviors of the nursing students: A cross-sectional study. Nurse Education Today. 2022; 116:1-7. https//doi.org/10.1016/j.nedt.2022.105467
• Suluhan D, Gezginci E, Ergin ME. The relationship between nursing students’ attitudes toward the nursing profession concerning career choice and motivation. European Archives of Medical Research. 2020;36(4):251-257. https//doi.org/10.4274/eamr.galenos.2020.50469
• Ceylantekin Y, Öcalan D. Hemşirelik öğrencilerinin mesleği ile ilgili düşünceleri ve duygusal zekâ arasındaki ilişki. Yükseköğretim ve Bilim Dergisi. 2020;10(3):531-538. https//doi.org/10.5961/jhes.2020.413 (Turkish)
• Ergin EF. Üniversite öğrencilerinin sahip oldukları duygusal zeka düzeyi ile 16 kişilik özelliği arasındaki ilişki üzerine bir araştırma. [Yüksek Lisans Tezi]. Selçuk Üniversitesi; 2000. (Turkish)
• Coban GI, Kasikci M. Development of the attitude scale for nursing profession. International Journal of Nursing Practice. 2011;17(5):518-524. https//doi.org/10.1111/j.1440-172X.2011.01961.x
• Alghamdi AA, Alyousef SM, Alyahya NM, Bahari G, Qadhi OA, Hudays A. Emotional intelligence and implications for nursing education. Journal of Coastal Life Medicine. 2023;11(2):920-937.
• Culha Y, Acaroglu R. The relationship amongst student nurses’ values, emotional intelligence and individualised care perceptions. Nursing Ethics. 2019;26(7-8):2373-2383. https//doi.org/10.1177/096973301879668
• Köşgeroğlu N, Alparslan GB, Babadağ B, Öztürk B, Ünver G. Hemşirelik öğrencilerinin duygusal zekâ düzeyleri ve problem çözme becerileri. International Journal of Social and Humanities Sciences Research (JSHSR). 2020;7(56):1969-1977. https//doi.org/10.26450/jshsr.1793 (Turkish)
• Chae, HJ. Relationships between nursing competency and emotional intelligence and nurse role transition of nursing students. Journal of Digital Convergence 2019;17(9):221-229. https//doi.org/10.14400/JDC.2019.17.9.221
• Cleary M, Visentin D, West S, Lopez V, Kornhaber R. Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. Nurse Education Today. 2018; 68:112-120. https//doi.org/10.1016/j.nedt.2018.05.018
• Kong L, Liu Y, Li G, Fang Y, Kang X, Li P. Resilience moderates the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students: A structural equation model analysis. Nurse Education Today. 2016; 46:64-68. https//doi.org/10.1016/j.nedt.2016.08.028
• McNulty JP, Politis Y. Empathy, emotional intelligence and interprofessional skills in healthcare education. Journal of Medical Imaging and Radiation Sciences. 2023;54(2):238-246. https//doi.org/10.1016/j.jmir.2023.02.014
• Gümüştekin Ö, Kaya F. Hemşirelik öğrencilerinde duygusal zekâ ile öz duyarlık arasındaki ilişki. Kırşehir Ahi Evran Üniversitesi Sağlık Bilimleri Dergisi. 2022;6(3):195-205. (Turkish)
• Khodabakhshi Koolaee A, Chaeichi Tehrani N, Sanagoo A. The relationship between spiritual intelligence and emotional intelligence with self-compassion of nursing students. Iranian Journal of Medical Education. 2019;19(5):44-53.
• Tambağ H, Kaykunoğlu M, Gündüz Z, Demir Y. Hemşirelik öğrencilerinin duygusal zeka düzeyleri ve etkileyen faktörler. Hemşirelikte Eğitim ve Araştırma Dergisi. 2014;11(1):41-46. (Turkish)
• Yılmaz MÇ, Kurtgöz A. Hemşirelik öğrencilerinin kişilik özellikleri ile hemşirelik mesleğine yönelik tutum ve algıları arasındaki ilişki. Artuklu International Journal of Health Sciences. 2023;3(2):188-195. https//doi.org/10.58252/artukluder.1285920 (Turkish)
• Çalışkan E, Kargın M, Ersöğütçü F. Hemşirelik öğrencilerinde covid-19 korkusu ile hemşirelik mesleğine yönelik tutum arasındaki ilişki. Sürekli Tıp Eğitimi Dergisi. 2021;30(3):170-180. https//doi.org/10.17942/sted.880773 (Turkish)
• Mai BH, Ho TMY, Nguyen TTT, Hoang TH, Phuong NTA. Attitudes and perceptions towards nursing profession among nursing students at Hue University of Medicine and Pharmacy. Journal of Problem-Based Learning. 2018;5(2):55-62. https//doi.org/10.24313/jpbl.2018.5.2.55
• Shohani M, Abedi L, Rasouli M. Professional attitude in Iranian nursing students. Journal of Clinical and Diagnostic Research. 2018;12(6): JC10-JC13. https//doi.org/10.7860/JCDR/2018/27804.11649
• Tarhan G, Kılıç D, Yıldız E. Hemşirelerin mesleğe yönelik tutumları ile mesleki profesyonellikleri arasındaki ilişkinin incelenmesi. Gülhane Tıp Derg. 2016;58(4):411-416. https//doi.org/10.5455/gulhane.176909 (Turkish)