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.