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Published on: September 4, 2019
The relationship between emotional intelligence and clinical teaching effectiveness in nursing faculty
Dianne E Allen1, Jenny Ploeg, Sharon Kaasalainen
1Nursing Faculty, Conestoga College, Kitchener ON, Canada. dallen@conestogac.on.ca
Summary
Higher emotional intelligence (EI) in nursing faculty is linked to greater clinical teaching effectiveness. This study found a significant positive correlation, suggesting EI development can enhance nursing education quality.
Area of Science:
- Nursing Education
- Psychology
Background:
- Nursing faculty significantly influence student learning and clinical experiences.
- Emotional intelligence (EI) is a potential factor in enhancing clinical teaching effectiveness.
Purpose of the Study:
- To investigate the relationship between emotional intelligence and clinical teaching effectiveness in undergraduate nursing faculty.
- To identify how EI competencies correlate with perceived teaching effectiveness.
Main Methods:
- Cross-sectional correlational design.
- Convenience sample of 47 nursing faculty.
- Data collected using the BarOn Emotional Quotient Inventory: Short (EQ-i:S) and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI).
Main Results:
- A statistically significant positive relationship was found between EI (EQ-i:S) and clinical teaching effectiveness (NCTEI) (rs = .599, P < .01).
- Significant correlations were observed between many subscales of the EI and teaching effectiveness measures.
- Faculty reported effective overall EI functioning, with opportunities for competency enhancement.
Conclusions:
- Emotional intelligence is significantly related to clinical teaching effectiveness in nursing faculty.
- Faculty development programs focusing on EI may improve teaching quality and faculty-student relationships.
- Further research is warranted to explore EI's impact on specific teaching behaviors and student outcomes.
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