| Peer-Reviewed

The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study

Received: 27 December 2018     Accepted: 21 January 2019     Published: 1 March 2019
Views:       Downloads:
Abstract

EI involves the ability to relate to and influence others, and may be important for practice nurses. A questionnaire survey was conducted among 96 nurses who had just completed their internship period. The main work pressures experienced by practice nurses were analyzed. To investigate and analyze the main work pressures on clinical practice nurses, and improve their emotional literacy through targeted emotional intelligence (EI) education to support good professional quality and active responses to work stress. In total, 102 new practice nurses were randomly divided into control and experimental groups. Both groups received routine professional skill training. Nurses in the experimental group also received guided EI training. Working pressure and EI level were tested in both groups before and after the internship period. The main work pressures on practice nurses were excessive nursing workloads and poor allocation of work time. The experimental group had higher EI scores and lower pressure scores than the control group. EI education for practice nurses may be particularly important in relieving work pressures.

Published in American Journal of Nursing Science (Volume 8, Issue 2)
DOI 10.11648/j.ajns.20190802.11
Page(s) 36-42
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Emotional Intelligence, Practice Nurses, Work Pressure

References
[1] Gorgens-Ekermans G, Brand T. Emotional intelligence as a moderator in the stress-burnout relationship: a questionnaire study on nurses. Journal of clinical nursing 2012; 21 (15-16): 2275-2285. doi: 10.1111/j.1365-2702.2012.04171.x.
[2] Garrosa E, Moreno-Jimenez B, Rodriguez-Munoz A, Rodriguez-Carvajal R. Role stress and personal resources in nursing: a cross-sectional study of burnout and engagement. International journal of nursing studies 2011; 48 (4): 479-489. doi: 10.1016/j.ijnurstu.2010.08.004.
[3] Quoidbach J, Hansenne M. The impact of trait emotional intelligence on nursing team performance and cohesiveness. Journal of professional nursing: official journal of the American Association of Colleges of Nursing 2009; 25 (1): 23-29. doi: 10.1016/j.profnurs.2007.12.002.
[4] Watson R, Deary I, Thompson D, Li G. A study of stress and burnout in nursing students in Hong Kong: a questionnaire survey. International journal of nursing studies 2008; 45 (10): 1534-1542. doi: 10.1016/j.ijnurstu.2007.11.003.
[5] Anthony M, Yastik J. Nursing students' experiences with incivility in clinical education. The Journal of nursing education 2011; 50 (3): 140-144. doi: 10.3928/01484834-20110131-04.
[6] Evans W, Kelly B. Pre-registration diploma student nurse stress and coping measures. Nurse education today 2004; 24 (6): 473-482. doi: 10.1016/j.nedt.2004.05.004.
[7] Brackett MA, Salovey P. Measuring emotional intelligence with the Mayer-Salovery-Caruso Emotional Intelligence Test (MSCEIT). Psicothema 2006; 18 Suppl 34-41.
[8] Collins S, Andrejco K. A longitudinal study of emotional intelligence in graduate nurse anesthesia students. Asia-Pacific journal of oncology nursing 2015; 2 (2): 56-62. doi: 10.4103/2347-5625.157566.
[9] Fernandez R, Salamonson Y, Griffiths R. Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students. Journal of clinical nursing 2012; 21 (23-24): 3485-3492. doi: 10.1111/j.1365-2702.2012.04199.x.
[10] Oyur Celik G. The relationship between patient satisfaction and emotional intelligence skills of nurses working in surgical clinics. Patient preference and adherence 2017; 11 1363-1368. doi: 10.2147/PPA.S136185.
[11] Wagner PJ, Moseley GC, Grant MM, Gore JR, Owens C. Physicians' emotional intelligence and patient satisfaction. Family medicine 2002; 34 (10): 750-754.
[12] Romanelli F, Cain J, Smith KM. Emotional intelligence as a predictor of academic and/or professional success. American journal of pharmaceutical education 2006; 70 (3): 69.
[13] Davidson RJ, Jackson DC, Kalin NH. Emotion, plasticity, context, and regulation: perspectives from affective neuroscience. Psychological bulletin 2000; 126 (6): 890-909.
[14] Naidoo S, Pau A. Emotional intelligence and perceived stress. SADJ: journal of the South African Dental Association = tydskrif van die Suid-Afrikaanse Tandheelkundige Vereniging 2008; 63 (3): 148-151.
[15] Pau A, Rowland ML, Naidoo S, AbdulKadir R, Makrynika E, Moraru R, et al. Emotional intelligence and perceived stress in dental undergraduates: a multinational survey. Journal of dental education 2007; 71 (2): 197-204.
[16] Por J, Barriball L, Fitzpatrick J, Roberts J. Emotional intelligence: its relationship to stress, coping, well-being and professional performance in nursing students. Nurse education today 2011; 31 (8): 855-860. doi: 10.1016/j.nedt.2010.12.023.
[17] Birks Y, McKendree J, Watt I. Emotional intelligence and perceived stress in healthcare students: a multi-institutional, multi-professional survey. BMC medical education 2009; 9 61. doi: 10.1186/1472-6920-9-61.
[18] Schutte NS, Malouff JM, Bobik C, Coston TD, Greeson C, Jedlicka C, et al. Emotional intelligence and interpersonal relations. The Journal of social psychology 2001; 141 (4): 523-536. doi: 10.1080/00224540109600569.
[19] Kim DH, Wang C, Ng KM. A Rasch rating scale modeling of the Schutte Self-Report Emotional Intelligence scale in a sample of international students. Assessment 2010; 17 (4): 484-496. doi: 10.1177/1073191110376593.
[20] Naeem N, Muijtjens A. Validity and reliability of bilingual English-Arabic version of Schutte self report emotional intelligence scale in an undergraduate Arab medical student sample. Medical teacher 2015; 37 Suppl 1 S20-26. doi: 10.3109/0142159X.2015.1006605.
[21] Blomberg K, Bisholt B, Kullen Engstrom A, Ohlsson U, Sundler Johansson A, Gustafsson M. Swedish nursing students' experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education. Journal of clinical nursing 2014; 23 (15-16): 2264-2271. doi: 10.1111/jocn.12506.
[22] Callaghan P. Organisation and stress among mental nurses. Nursing times 1991; 87 (34): 50.
[23] Snowden A, Stenhouse R, Duers L, Marshall S, Carver F, Brown N, et al. The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree. Journal of advanced nursing 2018; 74 (2): 433-442. doi: 10.1111/jan.13455.
[24] Aithal AP, Kumar N, Gunasegeran P, Sundaram SM, Rong LZ, Prabhu SP. A survey-based study of emotional intelligence as it relates to gender and academic performance of medical students. Educ Health (Abingdon) 2016; 29 (3): 255-258. doi: 10.4103/1357-6283.204227.
[25] Kaur D, Sambasivan M, Kumar N. Effect of spiritual intelligence, emotional intelligence, psychological ownership and burnout on caring behaviour of nurses: a cross-sectional study. Journal of clinical nursing 2013; 22 (21-22): 3192-3202. doi: 10.1111/jocn.12386.
[26] Shanta L, Gargiulo L. A study of the influence of nursing education on development of emotional intelligence. Journal of professional nursing: official journal of the American Association of Colleges of Nursing 2014; 30 (6): 511-520. doi: 10.1016/j.profnurs.2014.06.005.
[27] Fujino Y, Tanaka M, Yonemitsu Y, Kawamoto R. The relationship between characteristics of nursing performance and years of experience in nurses with high emotional intelligence. International journal of nursing practice 2015; 21 (6): 876-881. doi: 10.1111/ijn.12311.
[28] Zhang P, Li CZ, Zhao YN, Xing FM, Chen CX, Tian XF, et al. The mediating role of emotional intelligence between negative life events and psychological distress among nursing students: A cross-sectional study. Nurse education today 2016; 44 121-126. doi: 10.1016/j.nedt.2016.05.025.
Cite This Article
  • APA Style

    Shujuan Xu, Shenghong He, Meihong Zeng, Huahua Chen. (2019). The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study. American Journal of Nursing Science, 8(2), 36-42. https://doi.org/10.11648/j.ajns.20190802.11

    Copy | Download

    ACS Style

    Shujuan Xu; Shenghong He; Meihong Zeng; Huahua Chen. The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study. Am. J. Nurs. Sci. 2019, 8(2), 36-42. doi: 10.11648/j.ajns.20190802.11

    Copy | Download

    AMA Style

    Shujuan Xu, Shenghong He, Meihong Zeng, Huahua Chen. The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study. Am J Nurs Sci. 2019;8(2):36-42. doi: 10.11648/j.ajns.20190802.11

    Copy | Download

  • @article{10.11648/j.ajns.20190802.11,
      author = {Shujuan Xu and Shenghong He and Meihong Zeng and Huahua Chen},
      title = {The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study},
      journal = {American Journal of Nursing Science},
      volume = {8},
      number = {2},
      pages = {36-42},
      doi = {10.11648/j.ajns.20190802.11},
      url = {https://doi.org/10.11648/j.ajns.20190802.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20190802.11},
      abstract = {EI involves the ability to relate to and influence others, and may be important for practice nurses. A questionnaire survey was conducted among 96 nurses who had just completed their internship period. The main work pressures experienced by practice nurses were analyzed. To investigate and analyze the main work pressures on clinical practice nurses, and improve their emotional literacy through targeted emotional intelligence (EI) education to support good professional quality and active responses to work stress. In total, 102 new practice nurses were randomly divided into control and experimental groups. Both groups received routine professional skill training. Nurses in the experimental group also received guided EI training. Working pressure and EI level were tested in both groups before and after the internship period. The main work pressures on practice nurses were excessive nursing workloads and poor allocation of work time. The experimental group had higher EI scores and lower pressure scores than the control group. EI education for practice nurses may be particularly important in relieving work pressures.},
     year = {2019}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study
    AU  - Shujuan Xu
    AU  - Shenghong He
    AU  - Meihong Zeng
    AU  - Huahua Chen
    Y1  - 2019/03/01
    PY  - 2019
    N1  - https://doi.org/10.11648/j.ajns.20190802.11
    DO  - 10.11648/j.ajns.20190802.11
    T2  - American Journal of Nursing Science
    JF  - American Journal of Nursing Science
    JO  - American Journal of Nursing Science
    SP  - 36
    EP  - 42
    PB  - Science Publishing Group
    SN  - 2328-5753
    UR  - https://doi.org/10.11648/j.ajns.20190802.11
    AB  - EI involves the ability to relate to and influence others, and may be important for practice nurses. A questionnaire survey was conducted among 96 nurses who had just completed their internship period. The main work pressures experienced by practice nurses were analyzed. To investigate and analyze the main work pressures on clinical practice nurses, and improve their emotional literacy through targeted emotional intelligence (EI) education to support good professional quality and active responses to work stress. In total, 102 new practice nurses were randomly divided into control and experimental groups. Both groups received routine professional skill training. Nurses in the experimental group also received guided EI training. Working pressure and EI level were tested in both groups before and after the internship period. The main work pressures on practice nurses were excessive nursing workloads and poor allocation of work time. The experimental group had higher EI scores and lower pressure scores than the control group. EI education for practice nurses may be particularly important in relieving work pressures.
    VL  - 8
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Nursing Department, Yijishan Hospital, Wannan Medical College, Wuhu, China

  • Nursing Department, Yijishan Hospital, Wannan Medical College, Wuhu, China

  • Nursing Department, Yijishan Hospital, Wannan Medical College, Wuhu, China

  • Nursing Department, Yijishan Hospital, Wannan Medical College, Wuhu, China

  • Sections