Emotional intelligence and nursing: An integrative literature review

Aim

The purpose of this paper is to present findings of an integrative literature review related to emotional intelligence (EI) and nursing.

Background

A large body of knowledge related to EI exists outside nursing. EI theory and research within nursing is a more recent phenomenon. A broad understanding of the nature and direction of theory and research related to EI is crucial to building knowledge within this field of inquiry.

Method

A broad search of computerized databases focusing on articles published in English during 1995–2007 was completed. Extensive screening sought to determine current literature themes and empirical research evidence completed in nursing focused specifically on emotional intelligence.

Results

39 articles are included in this integrative literature review (theoretical, n = 21; editorial, n = 5; opinion, n = 4 and empirical, n = 9). The literature focuses on EI and nursing education, EI and nursing practice, EI and clinical decision-making, and EI and clinical leadership. Research that links EI and nursing are mostly correlation designs using small sample sizes.

Conclusion

This literature reveals widespread support of EI concepts in nursing. Theoretical and editorial literature confirms EI concepts are central to nursing practice. EI needs to be explicit within nursing education as EI might impact the quality of student learning, ethical decision-making, critical thinking, evidence and knowledge use in practice. Emotionally intelligent leaders influence employee retention, quality of patient care and patient outcomes. EI research in nursing requires development and careful consideration of criticisms related to EI outside nursing is recommended.     

A literature review of emotional intelligence and nursing education

AimThe purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing educationBackgroundHuman relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program.DesignSystematic literature reviewMethodsUndertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process.Results57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program.ConclusionsThis literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.     

Emotional Intelligence: A Critical Evaluation of the Literature with Implications for Mental Health Nursing Leadership

Emotional intelligence (EI) is necessary for the development of interpersonal and professional competence in nurses. We argue that the concept of emotional intelligence has particular relevance for mental health nursing leadership. In this critique, we examine the recent empirical evidence (2010–2014) related to emotional intelligence, in general, and nursing, specifically. Correlations between emotional intelligence and better overall health, increased work satisfaction, higher spiritual well-being, and decreased risk of job burnout are noted. We offer suggestions for mental health nurse leaders in developing successful project management teams and improving retention of current leaders. We also provide suggestions for future research.     

Emotional intelligence in mental health nurses talking about practice

The aim of this study was to explore mental health nurses' experiences of emotional intelligence (EI) in their nursing practice by means of qualitative interviews. The interview questions where developed from the literature on EI. This study used a hermeneutic analysis. Four main themes emerged: relationship with the patient; the substance of supervision; motivation; and responsibility. It was concluded that EI stimulates the search for a deeper understanding of a professional mental health nursing identity. Emotional learning and maturation processes are central to professional competence, that is, personal growth and development. In addition, the moral character of the mental health nurse in relation to clinical practice is of importance. The findings imply multiple types of intelligence related to nursing science as well as further research possibilities within the area of EI.     

Emotional intelligence in relation to nursing leadership: does it matter?

Aim  Discuss the importance of studying emotional intelligence (EI) of nursing leaders and the job satisfaction of nursing staff.
Background  The nursing shortage and issues with retention signifies the importance of assessing the influence nurse managers have on staff job satisfaction.
Evaluation  A review of the literature on the development of EI and the level of study involving nursing leadership was conducted to determine the need for further research in this area.
Key issues  Neurobehavioural research involving the limbic system has indicated that EI can be learned through educational programmes.
Conclusion  There is a need for further research in the area of EI of nurse managers in their role as leaders and the impact they have on the job satisfaction level of their nursing staff.
Implications for nursing management  The increasing nursing shortage and turnover rates signify the importance of research in the EI level of nursing leaders. Future research may include implementing educational programmes in the area of EI for nursing leaders resulting in a more positive work environment. Determining if EI influences nursing job satisfaction will provide a foundation for ongoing programme implementation to support and develop our nursing leaders.     

Emotional intelligence: its relationship to stress, coping, well-being and professional performance in nursing students

Emotional intelligence (EI) has been highlighted as an important theoretical and practical construct. It has the potential to enable individuals to cope better and experience less stress thus contributing to a healthy and stable workforce. The study aimed to explore the EI of nursing students (n=130, 52.0%) and its relationship to perceived stress, coping strategies, subjective well-being, perceived nursing competency and academic performance. Students were on the adult pathway of a nursing diploma or degree programme in one Higher Education Institution (HEI) in the United Kingdom (UK). A prospective correlational survey design was adopted. Three methods of data collection were used: i) A self-report questionnaire; ii) an audit of students' academic performance; and iii) mapping of EI teaching in the curricula. Emotional intelligence was positively related to well-being (p<0.05), problem-focused coping (p<0.05) and perceived nursing competency (p<0.05), and negatively related to perceived stress (p<0.05). The findings suggest that increased feelings of control and emotional competence assist nursing students to adopt active and effective coping strategies when dealing with stress, which in turn enhances their subjective well-being. This study highlights the potential value of facilitating the EI of students of nursing and other healthcare professions.     

Emotional intelligence: a primal dimension of nursing leadership?

Emotional intelligence, a concept well known in the world of business, is quickly gain ing recognition in the healthcare arena. Described as the primal aspect of leadership, emotional intelligence refers to the ability to monitor and discriminate among emotions, and to use the information to guide thought and action. This paper will explore the theoretical and empirical basis of emotional intelligence and its linkages to leadership. Readers will be informed of the origins and theoretical perspectives regarding emotional intelligence, evidence related to the existence of emotional intelligence, benefits and limitations of the concept and implications for nursing leadership.     

Emotional intelligence of nursing applicants and factors related to it: A cross-sectional study

BackgroundEmotions influence patient care decisions and professional relationships. Emotional intelligence has been proven to predict nursing students' success in clinical practice and academic performance. Scarce amount of studies have assessed the emotional intelligence in the nursing student selection context.ObjectivesTo assess the emotional intelligence of applicants to undergraduate (bachelor level) nursing education and the factors related to it.DesignCross-sectional quantitative study.SettingsThe data collection took place in four Universities of Applied Sciences in October 2016.ParticipantsParticipants were nursing applicants (N = 529) who took part in the entrance exams of the four Universities. Overall, 430 applicants (response rate 81%, 75 males) gave permission to access their results for the study's purposes.MethodsThe Rankein Scale measure of emotional intelligence was used. All of the nursing applicants undertook the same electronic entrance exam in supervised computer classrooms. Statistical analysis included the use of two independent samples tests to compare differences in emotional intelligence scores and ANCOVA models to investigate whether background variables explained the observed differences.ResultsIn this study, nursing applicants' level of emotional intelligence was found to be average (on a scale of below average, average, above average). However, total scores ranged between 102 and 160 (of 160). Approximately 4% of the applicants scored below the minimum score (<130) and therefore failed the emotional intelligence test. A statistically significant difference was found between the pass and fail groups in terms of the total score. Significant differences were also found in the three subscores and in the total score of admitted and not admitted applicants.ConclusionsNursing applicants enter their studies with differing EI skills. This finding may have a major impact on how nursing students experience emotions during their studies. More research is needed to establish the use of EI in student selection context.     

Longitudinal study of emotional intelligence, leadership, and caring in undergraduate nursing students

This study describes the development of emotional intelligence (EI), leadership, and caring in undergraduate nursing students throughout their educational program. A correlational, repeated measures study design was used. Fifty-two nursing students completed four self-report questionnaires on three occasions (T1, T2, T3): BarOn Emotional Quotient Inventory: Short (EQ-i:S), Self-Assessment Leadership Instrument (SALI), Caring Ability Inventory (CAI), and Caring Dimensions Inventory (CDI). Mean scores for Total EI did not change significantly over time (T1, 100.1 ± 13.8; T2, 103.1 ± 13.8; T3, 101.6 ± 14.7). However, EI adaptability was higher at T2 (101.6 ± 13.1) and T3 (101.8 ± 14.1) than at T1 (97.0 ± 12.5; p = 0.03), as was CAI Courage (64.2 ± 9.5, 66.7 ± 9.5, 66.9 ± 8.7; p = 0.04) and the CDI (96.8 ± 18.1, 103.0 ± 7.3, 102.0 ± 10.9; p = 0.02). Changes in EI were positively correlated (r > 0.50, p < 0.001) with changes in SALI, CAI Knowing, and CAI Courage. During the undergraduate program, significant increases occurred in caring and EI adaptability but not in overall EI or leadership.     

Emotional intelligence and authentic leadership among Saudi nursing leaders in the Kingdom of Saudi Arabia

BackgroundPrevious studies have found that emotional intelligence has a remarkable influence on authentic leadership. However, the conceivable relationship between emotional intelligence and authentic leadership was unclear, as were the hypothetical bases used in previous studies.PurposeTo determine the correlation between emotional intelligence and authentic leadership of the nursing leaders and the socio-demographic characteristics by which emotional intelligence and authentic leadership vary.MethodsData derived from 152 of the distributed 180 questionnaires were analyzed (84.44% response rate). Nurse leaders in the academy of the Kingdom of Saudi Arabia were assessed from April to July of 2019. t-Tests were used to test gender differences, while the Analysis of variance (ANOVA) tests were employed for age, position, and years of experience. The relationship between the emotional intelligence and authentic leadership scores was analyzed using Pearson's correlation coefficients (bivariate r). The relationships of the four dimensions in the emotional intelligence construct and overall emotional intelligence were assessed using multiple regression analysis and simple linear regression analysis.ResultsAge and years of experience significantly and positively related to emotional intelligence, whereas gender, age, and years of experience in the current position (p = 0.026) were significant regarding authentic leadership. The emotional intelligence total score strongly and positively related to authentic leadership. The regression results on the four emotional intelligence dimensions indicated that the extent of using emotions had the strongest influence on authentic leadership (B = 0.99) followed by appraisal of one's emotions (B = 0.70) and appraisal of others' emotions (B = 0.69). The simple regression analysis indicated that, for every one-point increase in total emotional intelligence score, authentic leadership score increased by 0.086.ConclusionAge and years of experience were significant factors explaining variation in emotional intelligence, whereas gender, age, and years of experience in the current position were significant for explaining variation in authentic leadership. Using emotions was the strongest influence on authentic leadership, and the emotional intelligence dimension measuring regulation of emotion had no significant influence on authentic leadership.     

The relationship between characteristics of nursing performance and years of experience in nurses with high emotional intelligence

The aim of this study was to elucidate characteristics of nursing performance among nurses with high emotional intelligence (EI) and examine the influence of years of experience on nursing performance and EI. A survey, including The Emotional Intelligence Scale and the Six‐Dimension Scale of Nursing Performance, was administered to 1395 nurses working at general hospitals in Japan from November 2010 to March 2011. We received 1045 responses (76% response rate). There was a significant positive correlation between EI and nursing performance. Nurses with high EI reported more professional development activities, suggesting that they continue learning, attain licenses and actively improve their nursing skills. High‐performing nurses had high situational abilities and showed improved nursing performance with experience. However, nurses with low situational abilities demonstrated no improvement in nursing performance related to experience. EI involves skills that can be acquired from training. Therefore, educational programmes to improve EI could improve nursing performance.     

Emotional Intelligence and Acute Pain: The Mediating Effect of Negative Affect

Emotional abilities are predictive variables of lower perceived pain. However, no studies have been published investigating the relationship between emotional intelligence (EI), which refers to the ability to accurately perceive, appraise, understand, communicate and regulate emotions, and pain. The objective of the present study was to analyze the influence of EI, measured using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), on the level of sensory and affective pain generated by an experimental cold pressor task (CPT). In addition, we examined the influence of negative affect, as measured through the Positive and Negative Affect Schedule (PANAS), on the relationship between EI and pain. Healthy college students (N = 67) completed measures of EI before the CPT, during which they submerged their nondominant hand into ice water, and they completed measures of negative emotional state before and after the CPT. Participants with higher EI rated pain as less intense and perceived it as less unpleasant. Greater emotional intelligence predicted less pain in this experimental paradigm, and the effects seemed to be mediated by the lower NA reactivity associated with greater EI.

Perspective

Emotional intelligence is an important element in the processing of emotional information during an experience of acute pain since it reduces the level of negative affect generated by the experimental task.     

Emotionally intelligent nurse leadership: a literature review study

Aim  To establish a synthesis of the literature on the theoretical and empirical basis of emotional intelligence and it's linkage to nurse leadership, focusing on subjective well-being and professional development.
Background  Emotional intelligence has been acknowledged in the literature as supporting nurse leadership that fosters a healthy work environment, creating inspiring relationships based on mutual trust. Nurse leaders who exhibit characteristics of emotional intelligence enhance organizational, staff and patient outcomes.
Method  A literature search was undertaken using international data bases covering the period January 1997 to December 2007. Eighteen articles were included in this integrative review and were thoroughly reviewed by both authors.
Results  Emotional intelligence was associated with positive empowerment processes as well as positive organizational outcomes.
Conclusion  Emotionally intelligent nurse leadership characterized by self-awareness and supervisory skills highlights positive empowerment processes, creating a favourable work climate characterized by resilience, innovation and change.
Implications for nursing management  Emotional intelligence cannot be considered a general panacea, but it may offer new ways of thinking and being for nurse leaders, as it takes the intelligence of feelings more seriously by continually reflecting, evaluating and improving leadership and supervisory skills.     

Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students

BackgroundEmotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs.ObjectivesTo measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance.Design and SettingLongitudinal repeated measures study between March 2010–February 2013 at a metropolitan university in Australia.Participants111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7 years (SD = 7.36).MethodsEI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up).ResultsStudents' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time.ConclusionsPre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula.     

The necessity, barriers and ways forward to meet user-based needs for emotionally intelligent nurses

Emotional intelligence (EI) has enjoyed growing attention from researchers, educationalists and the public. Arguably, disagreement over the exact nature of EI fuelled by a low level of widely accepted empirical data has stalled its wider application into some areas of professional training. While enjoying significant popularity in areas such as business and leadership, EI remains largely absent from the curriculum of nursing. This paper argues that EI forms the very cornerstone upon which sits desirable mental health nursing abilities as identified by users and recent professional reviews. While distance education and e-learning play an increasingly significant role in nurse education, the enhancement of EI occurs primarily through a socialization process necessitating a 'repackaging' of the nursing curriculum. This paper also proposes that through using service user needs and recent professional reviews as a source for learning outcomes an outline of this 'repacking' can be achieved.     

Preparing emotionally intelligent doctor of nursing practice leaders

The Institute of Medicine (IOM) identified the need for interdisciplinary teams that collaborate, communicate, and integrate care across settings to improve health care delivery. Focusing on innovative strategies that address leadership skills in graduate nursing education could have an effect on interdisciplinary partnerships, transformation of patient care, and new styles of leadership to change current practice models. In response to the IOM guidelines, we incorporated emotional intelligence as a component in our Doctor of Nursing Practice (DNP) leadership curriculum. This article describes a new action-oriented leadership model that prepares the DNP graduate for leadership roles to serve the public and the nursing discipline during a time of radical changes in health care. Behavioral profile, nontraditional readings, and online discussions form the basis of the model. The principles and strategies in this article can be applied to nursing education in multiple arenas, at both the undergraduate and graduate settings.     

Measuring the emotional intelligence of clinical staff nurses: an approach for improving the clinical care environment

BACKGROUND: Significant correlations have been demonstrated between emotional intelligence (EI) and high levels of performance and other organizational variables related to retention and workplace environment. Although these variables are also important for safe care and healthy work relationships, there is little research on the EI of clinical staff nurses. The purpose of this study was to measure EI as related to performance level of clinical staff nurses, and to collect data on important related career/organizational variables. METHODS: Thirty-six nurses in 3 urban hospitals in Honolulu, Hawaii, participated. EI, nursing performance level, and career/organizational variables were measured. DISCUSSION: Significant positive correlations between clinical performance level and EI scores were observed. However, a large percentage of the clinical staff demonstrated below average total EI scores and subscores (perceiving emotions, experiencing emotions). CONCLUSIONS: Findings from this study offer the first evidence that the performance level of clinical staff nurses correlates positively with EI. A high percentage of nurses in this study scored below average on both total EI score and important subscores. These findings warrant further investigation. EI may offer a framework and specific skills to enhance collaboration, positive conflict behaviors, and healthy relationships in the clinical care environment.     

Leadership and management in mental health nursing

blegen n.e. & severinsson e. (2011) Journal of Nursing Management 19 , 487–497
Leadership and management in mental health nursing Background Mental health nurses are agents of change, and their leadership, management role and characteristics exist at many levels in health care. Previous research presents a picture of mental health nurses as subordinate and passive recipients of the leader’s influence and regard leadership and management as distinct from the nurses’ practical work. Aim The aim was to provide a synthesis of the studies conducted and to discuss the relationship between nursing leadership and nursing management in the context of mental health nursing. Method A literature search was conducted using EBSCO-host, Academic Search Premier, Science Direct, CINAHL and PubMed for the period January 1995–July 2010. Results Leadership and management in the context of mental health nursing are human activities that imply entering into mutual relationships. Conclusion Mental health nurses’ leadership, management and transformational leadership are positively related in terms of effectiveness and nurses’ skills. Implication for nursing management It is important to consider mental health nurses’ management as a form of leadership similar to or as a natural consequence of transformational leadership (TL) and that ethical concerns must be constantly prioritized throughout every level of the organization.     

There is no "I" in team,but there is one in meeting

Increasingly, emotional intelligence (EI) and one's emotional quotient, or EQ, have become critical workforce success factors. This article examines the often overlooked issue of EI and EQ in group situations. It will delineate the three types of groups that show the most variance in emotional dynamics, and explore the application of EI and EQ to these group settings.