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

Area of Science:

• Nursing Education
• Psychology
• Healthcare Professions

Background:

• Emotional intelligence (EI) is linked to positive nursing student outcomes, including well-being, academic success, and patient safety.
• Existing research on nursing students' EI is growing, but longitudinal data during pre-registration programs is limited.

Purpose of the Study:

• To longitudinally measure emotional intelligence (EI) in pre-registration nursing students from program start to finish.
• To analyze the changes in EI over the course of the nursing program.
• To examine the relationship between EI and academic performance in nursing students.

Main Methods:

• A longitudinal, repeated measures study was conducted from March 2010 to February 2013 at an Australian metropolitan university.
• 111 pre-registration nursing students (74.8% female, mean age 24.7 years) participated, enrolled in Master of Nursing or combined degree programs.
• Emotional intelligence was assessed using the Assessing Emotions Scale (AES) at four time points throughout their program (commencement, end of year 1, start of year 2, program conclusion).

Main Results:

• Nursing students demonstrated an increase in overall emotional intelligence (EI) throughout their pre-registration program.
• A significant increase was observed in the 'Utilising Emotions' subscale scores over time.
• One EI subscale, 'managing others' emotions,' was positively associated with higher academic performance.

Conclusions:

• Pre-registration nursing education programs appear to enhance students' emotional intelligence (EI) over time.
• Integrating specific EI education strategies within pre-registration curricula is recommended to further strengthen these skills.
• Developing EI in nursing students is crucial for improving personal well-being, academic achievement, and future professional practice.