Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi 2146-247X Süleyman Demirel University 10.22312/sdusbed.1634662 Nursing (Other) Hemşirelik (Diğer) Hemşirelik Öğrencilerinin İlk ve Son Yıllarında Duygusal Zekâ ve Algılanan Stres Düzeyleri Arasındaki İlişkinin Belirlenmesi Determination of the Relationship Between Emotional Intelligence and Perceived Stress Levels in the First and Final Years of Nursing Students https://orcid.org/0009-0001-0030-2135 Bahur Umut MUĞLA SITKI KOÇMAN ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ https://orcid.org/0000-0003-4106-8864 Öztepe Yeşilyurt Kıymet İSTANBUL ÜNİVERSİTESİ-CERRAHPAŞA, LİSANSÜSTÜ EĞİTİM ENSTİTÜSÜ https://orcid.org/0000-0001-9960-7205 Çelebi Cemile MUĞLA SITKI KOÇMAN ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ 04 20 2026 17 1 49 57 02 07 2025 09 23 2025 Copyright © 2010, Suleyman Demirel University The Journal of Health Science 2010 Suleyman Demirel University The Journal of Health Science

Amaç: Bu araştırma hemşirelik öğrencilerinin ilk ve son yıllarında duygusal zekâ ve algılanan stres düzeyleri arasındaki ilişkinin belirlenmesi amacıyla yürütülmüştür.Yöntem: Çalışma bir üniversitenin hemşirelik bölümünde 15 Aralık 2022- 10 Ocak 2023 tarihleri arasında öğrenim gören 275 öğrenci (birinci ve son sınıf öğrencileri) ile gerçekleştirilmiştir. Araştırmada veriler ‘Kişisel Bilgi Formu’, ‘Schutte Duygusal Zekâ Testi’ ve ‘Algılanan Stres Ölçeği’ kullanılarak yüz yüze görüşme ile toplanmıştır. Veri analizinde SPSS 26.0 versiyon kullanılarak sayı, yüzde, standart sapma ve ortalama değerleri, Kolmogorow-Smirnow ve Shapiro-Wilk normallik testleri, değişkenler arası farklılık analizlerinde, Mann-Whithney U testi ve Kruskal Wallis testleri, ölçek puanlarının arasındaki ilişkinin belirlenmesi için Spearman Korelasyon analizi testleri kullanılmıştır.Bulgular: Öğrencilerin ‘Schutte Duygusal Zekâ Testi’ toplam puan ortalamalarının 121,72± 18,47 ve ‘Algılanan Stres Seviyesi Ölçeği’ toplam puan ortalamalarının ise 41,11± 7,93 olduğu bulunmuştur. Kadın cinsiyette olan öğrencilerin ‘Algılanan Stres Seviyesi Ölçeği’ puan ortalamalarının (P= 0,00) ve 4. sınıf öğrencilerinin ‘Schutte Duygusal Zekâ Testi’ puan ortalamalarının istatistiksel olarak anlamlı olduğu (P= 0,05), ‘Schutte Duygusal Zekâ Testi’ ile ‘Algılanan Stres Seviyesi Ölçeği’ arasında herhangi bir korelasyon olmadığı (r= ,69) görülmüştür.Sonuç: Sonuç olarak hemşirelik öğrencilerinin duygusal zekâ ve algıladıkları stres düzeylerinin yüksek olduğu, öğrencilerin akademik sınıf durumunun duygusal zekâ puanını, cinsiyet değişkenin de algılanan stres puanını etkilediği görülmüştür.

Aim: This study was conducted to determine the relationship between emotional intelligence and perceived stress levels of nursing students in their first and final years.Method: The study was carried out with 275 students (first and last year students) studying in the nursing department of a university between 15 December 2022 and 10 January 2023. Data were collected through face-to-face interviews using the ‘Personal Information Form’, ‘Schutte Emotional Intelligence Test’ and ‘Perceived Stress Scale’. In the data analysis, SPSS version 26.0 was used for number, percentage, standard deviation and mean values, Kolmogorow-Smirnow and Shapiro-Wilk normality tests, Mann-Whithney U test and Kruskal Wallis tests for the analysis of differences between variables, Spearman Correlation analysis tests were used to determine the relationship between scale scores.Results: It was found that the mean total score of the ‘Schutte Emotional Intelligence Test’ was 121.72±18.47 and the mean total score of the ‘Perceived Stress Level Scale’ was 41.11±7.93. The mean scores of the ‘Perceived Stress Level Scale’ of the female students (P=0.00) and the mean scores of the ‘Schutte Emotional Intelligence Test’ of the 4th class students were statistically significant (P=0.05), and there was no correlation between the ‘Schutte Emotional Intelligence Test’ and the ‘Perceived Stress Level Scale’ (r=.69).Conclusion: As a result, it was observed that nursing students had high levels of emotional intelligence and perceived stress, the academic class status of the students affected the emotional intelligence score, and the gender variable affected the perceived stress score.

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