Hemşirelik Öğrencilerinin İlk ve Son Yıllarında Duygusal Zekâ ve Algılanan Stres Düzeyleri Arasındaki İlişkinin Belirlenmesi

Abstract

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.

Keywords

• hemşirelik öğrencileri
• duygusal zeka
• stres

Determination of the Relationship Between Emotional Intelligence and Perceived Stress Levels in the First and Final Years of Nursing Students

Abstract

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.

Keywords

• nursing students
• emotional intelligence
• stress

References

1. 1. Albayrak E, Uzdil N. The Impact of perceived stress on care behavior in nursing students. Journal of General Health Sciences (JGEHES), 2024;6(1):98-109. doi: 10.51123/jgehes.2024.115
2. 2. Buyukbayram Z, Bıcak Ayik D. Determination of nursing students’ stress levels related to nursing education. Adnan Menderes Universitesi Saglik Bilimleri Fakultesi Dergisi, 2020;4(2):90-99 2020. doi:10.46237/amusbfd.562097
3. 3. Yilmaz M, Yaman Z, Erdogan S. Stressful situation in nursing students and the methods of coping with stress. Mersin Üniversitesi Saglik Bilimleri Dergisi, 2017; 10(2):88-99. doi:10.26559/mersinsbd.285766
4. 4. Mills S, Krouse AM, Rossi-Schwartz R, Klein JM. Curriculum vevision: Student stress and lessons learned. J Nurs Educ, 2017;56(6):337–42. doi:10.3928/01484834-20170518-04
5. 5. Durgun A, Taylan HH. A study on health family, perceived stress and hope: The case of Seben İzzet Baysal Vocational School. Sosyal Saglik Dergisi, 2023;3(1): 24-48.
6. 6. Sritoomma N, Domkrang N. Stress levels and coping patterns of nursing students in an international program practicum. Malaysian J Nurs. 2017;9(2):64–70.
7. 7. Liu M, Chan YM, Tee S, Gu K, Luo ZM, Wong TKS. An iterative approach to enhance the clinical learning experience in Macao nursing education. Int J Nurs Sci, 2019;6(2):216–20. doi:10.1016/j.ijnss.2019.01.005
8. 8. Tarsuslu B, Gunaydin N, Koc M. Relationship between educational stress and psychological resilience in nursing students. J Hum Sci [Internet]. 2020;17(1):79–91. doi:10.14687/jhs.v17i1.5796

9. 9. Gumustekin O, Kaya F. Relationship between emotional intelligence and self-compassion in nursing students. KAEÜ Saglik Bilimleri Dergisi 2022;6(3):195–205.
10. 10. Yagcan H, Uludag E, Okumus H. The Comparison of nursing students’ emotional intelligence and professional values. Dokuz Eylul Universitesi Hemsirelik Fakultesi Elektronik Dergisi DEUHFED 2021;14(3):224–31.
11. 11. Dugué M, Sirost O, Dosseville F. A literature review of emotional intelligence and nursing education. Nurse Educ Pract, 2021;54:103124. doi:10.1016/j.nepr.2021.103124
12. 12. Leonard L. Emotional displays:-Nurse educators engaging and reflecting on their own emotional displays in preparing nursing students for the emotional complexities of nursing practice. Nurse Educ Pract, 2017;26:21–6. doi:10.1016/j.nepr.2017.06.001
13. 13. Ranasinghe P, Wathurapatha WS, Mathangasinghe Y, Ponnamperuma G. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates. BMC Med Educ, 2017;17(1):41. doi:10.1186/s12909-017-0884-5
14. 14. Lewis GM, Neville C, Ashkanasy NM. Emotional intelligence and affective events in nurse education: A narrative review. Nurse Educ Today, 2017;53:34–40. doi:10.1016/j.nedt.2017.04.001
15. 15. Schutte NS, Malouff JM, Hall LE, Haggerty DJ, Cooper JT, Golden CJ, et al. Development and validation of a measure of emotional intelligence. Pers Individ Dif, 1998;25(2):167–77. doi:10.1016/S0191-8869(98)00001-4
16. 16. Tatar A, Tok S, Bender M, Saltukoglu G. Translation of original form of Schutte Emotional Intelligence Test into Turkish and examination of its psychometric properties. Anatol J Psychiatry, 2017;18:139-146. doi:10.5455/apd.221802
17. 17. Cohen S, Kamarck T, Mermelstein R. A global measure of perceived stress. J Health Soc Behav. 1983;24(4):385–96. doi:10.2307/2136404
18. 18. Eskin M, Harlak H, Demirkiran F, Dereboy C. The Adaptation of the Perceived Stress Scale Into Turkish: A Reliability and Validity Analysis. New/Yeni Symp J, 2013;51(3):132–40.
19. 19. Avci O. Duygusal Zeka. In: Avcı O, editor. Duygusal Zeka ve Iletisim. 2nd ed. Istanbul: Beta Basim Yayim Dagitim A.S.; 2019. p. 69–102.
20. 20. Sen S, Arslan H, Avsar E, Afacan Karaman S. Investigation of emotional intelligence, critical thinking and clinical decision making levels in nursing students. Istanbul Gelisim Universitesi Saglik Bilimleri Dergisi IGUSABDER, 2022;31(18):877–91. doi:10.38079/igusabder.994674
21. 21. Hajibabaee F, A. Farahani M, Ameri Z, Salehi T, Hosseini F. The relationship between empathy and emotional intelligence among Iranian nursing students. Int J Med Educ, 2018;19(9):239–43. doi:10.5116/ijme.5b83.e2a5
22. 22. Talman K, Hupli M, Rankin R, Engblom J, Haavisto E. Emotional intelligence of nursing applicants and factors related to it: A cross-sectional study. Nurse Educ Today, 2020;85:104271. doi:10.1016/j.nedt.2019.104271
23. 23. El dahshan M, Elshall S, El-Kholy S, Dorgham L. The relationship among emotional intelligence, stress and coping strategies for nursing students. J Educ Res Rev, 2020;8(4):45–56. doi:10.33495/jerr_v8i4.20.135
24. 24. Asturias N. An Exploration of the relationship between emotional intelligence and stress, psychological distress and coping strategies for undergraduate nursing students. College of Health and Biomedicine Victoria University; 2017.
25. 25. El Fetouh Mohamed S. Relationship between emotional intelligence and self-esteem among nursing students. Egypt Nurs J, 2019;16(2):53. doi:10.4103/ENJ.ENJ_2_19
26. 26. Firat Kılıc H, Cagliyan S, Sucu Dag G. Emotional intelligence levels of nursing students and affecting factors. Hemşirelikte Eğitim ve Araştırma Derg, 2017;14(4):275-282. doi:10.5222/HEAD.2017.275
27. 27. Ceylantekin Y, Ocalan D. The Relationship between nursing students’ emotional intelligence and thoughts on the profession. J High Educ Sci, 2020;10(3):531. doi:10.5961/jhes.2020.413
28. 28. Yesiltepe A, Arslan Seker S. Investigation of Nursing Students' Views on Distance Education, Perceived Stress and Burnout Levels. Izmir Katip Celebi University Faculty of Health Science Journal, 2023;8(2):317–25.
29. 29. Gucluel Y, Kendirkiran G. Investigation of perceived stress and methods of collecting stress in nursing students entering hospital period during the COVID-19 pandemic period. J High Educ Sci, 2023;13(2):235–44. doi:10.5961/higheredusci.1203920
30. 30. Dogan S, Yildirim D. The Relationship between vocational motivation and sources of stress among interns at a faculty of nursing. STED / Sürekli Tip Egitimi Dergisi, 2019;28(6):418–29. doi:10.17942/sted.442065
31. 31. Turan N, Durgun H, Kaya H, Ertas G, Kuvan D. The relationship between stress status and cognitive flexibility levels of nursing students. J Acad Res Nurs, 2019;5(1):59-66. doi:10.5222/jaren.2019.43265
32. 32. Karaman M, Altinel B. Determining the Relationship Between the Perceived Stress Level of Nurses and the Quality of Work Life. Sağlık ve Hemşirelik Yönetimi Dergisi, 2023;10(3):368–77. doi:10.54304/SHYD.2023.54037
33. 33. Schutte NS, Malouff JM, Thorsteinsson EB, Bhullar N, Rooke SE. A meta-analytic investigation of the relationship between emotional intelligence and health. Pers Individ Dif, 2007;42(6):921–933. doi:10.1016/j.paid.2006.09.003
34. 34. Yildirim Hamurcu S, Terzioglu F. Nursing students' perceived stress: Interaction with emotional intelligence and self-leadership. Perspect Psychiatr Care, 2022;58(4):1381–1387. doi:10.1111/ppc.12940
35. 35. Birks Y, McKendree J, Watt I. Emotional intelligence and perceived stress in healthcare students: a multi-institutional, multi-professional survey. BMC Med Educ, 2009;9:61. doi:10.1186/1472-6920-9-61
36. 36. Xu J, Zhang L, Ji Q, Ji P, Chen Y, Song M, Guo L. Nursing students’ emotional empathy, emotional intelligence and higher education-related stress: a cross-sectional study. BMC Nurs, 2023;22:437. doi:10.1186/s12912-023-01607-z