the relationship between emotional intelligence, ego-...
TRANSCRIPT
The Relationship between Emotional Intelligence, Ego-
Resilience, Stress Coping Strategies & Clinical Practice
Stress in Nursing Students
Hyun ju Kim* and Jin Ah Lee**
Dept. of Nursing, Catholic University of Pusan*
Dept. of Social Welfare and Counseling, Catholic University of Pusan**
9, Bugok 3Dong Geumjeong-Gu, Busan 609-757, KOREA
[email protected]*, [email protected]**
Abstract. Purpose: The purpose of the study was to identify the relationship
between emotional intelligence, ego-resilience, stress coping strategies and
stress in clinical practice of nursing students. Methods: Subjects were 208
associate nursing students at P University in Korea. Results: The mean scores
for emotional intelligence 3.62, ego-resilience 3.34, stress coping strategies
2.50 and stress in clinical practice 3.04 were above average. Emotional
intelligence and Ego-resilience were significantly different according to gender,
grade, health status, satisfaction on nursing major and clinical practice,
academic achievement. Stress coping strategies was significantly different
according to gender and grade. Stress in clinical practice was significantly
different according to satisfaction on nursing major and clinical practice.
Significant correlations were found between emotional intelligence, ego-
resilience, stress coping strategies and stress in clinical practice. Conclusions:
These findings indicate that there is a need to improve emotional intelligence,
ego-resilience and stress coping strategies to lessen stress in clinical practice.
Keywords: Emotional intelligence, Ego-resilience, Stress coping strategies,
Stress in clinical practice
1 Introduction
Due to the recent increase in the patients’ demand for receiving the best possible
medical care, patient care by nursing students is often refused. This limits the
opportunities for nursing students to encounter patients in a clinical setting, and thus,
nursing students are experiencing difficulties in appropriately responding under such
conditions. Accordingly, there has been an increase in the proportion of practical
training that assists nursing students to apply theoretical knowledge to actual clinical
situations, as well as help with their self-learning process and in gaining experience
[1]. In particular, the clinical practices that occur at hospitals are the only courses for
students to experience actual nursing thus, are needed to demonstrate quality nursing
performance in clinical situations [2]. However, increased demand for the best quality
health care service leads to refuse the care by nursing students, who are thereby
Advanced Science and Technology Letters Vol.140 (GST 2016), pp.199-202
http://dx.doi.org/10.14257/astl.2016.140.38
ISSN: 2287-1233 ASTL Copyright © 2016 SERSC
restrained from having chances to meet the patients in clinical setting. Therefore,
there are difficulties to take appropriate measures if any problem occurs in patients,
resulting in the greater gap in the clinical nursing competency [2]. Thus the
proportion of hands-on training for nursing students is increasing to help them
applying theoretical knowledge to actual clinical situations [3].
The purpose of the study was to identify the relationship between emotional
intelligence, ego-resilience, stress coping strategies and stress in clinical practice of
nursing students. When presenting a problem in a situation, it causes interests of
students as they participate in learning more proactively, looking and improves the
learning motivation through finding and improving their own problems by themselves
[4-7].
It showed that developing of emotional intelligence, ego-resilience, stress coping
strategies and stress in clinical practice in nursing students is important to promote
clinical competence.
2 Methods
2.1 Study Design and Subjects
The questionnaires were sent to 208 nursing students (3rd, 4th grade) at P University
in Korea. It was analyzed by descriptive statistics, t-test, ANOVA, Scheffé test,
Pearson correlation coefficients.
2.2 Study Tools
2.2.1. Emotional Intelligence
This study used the emotional intelligence measurement tool developed by Wong and
Law (2002) [8]. It consists of 16 questions on a five-point scale, and a higher score
indicates higher emotional intelligence. The tool consists of four sub-domains such as
self-emotional appraisal, others emotional appraisal, use of emotion and regulation of
emotion. The Cronbach’s α of each sub-category was over .87 during the
development of the tool, and.88 in the present study.
2.2.2. Ego-Resilience
Ego-resilience measurement tool developed by Klohen (1996)[9]. It consists of
29 questions on a five-point scale, and a higher score indicates higher ego-
resilience. such as interpersonal relationship, curiosity, emotional control, activity
and optimism. The tool consists of four sub-domains. The Cronbach’s α of each
sub-category was over .90 during the development of the tool, and .92 in the p
resent study.
Advanced Science and Technology Letters Vol.140 (GST 2016)
200 Copyright © 2016 SERSC
2.2.3 Stress Coping Strategies
Stress coping strategies measurement tool developed by Lazarus and Folkman
(1985) [10]. It consists of 24 questions on a five-point scale, and a higher scor
e indicates higher Stress coping strategies. The tool consists of four sub-domains.
such as problem focused coping, seeking social support, wishful thinking and
emotion focused coping. The Cronbach’s α of each sub-category was over .81 d
uring the development of the tool, and .81 in the present study.
2.2.4 Stress in Clinical Practice
Stress in clinical practice measurement tool developed by Kim and Lee (2005) [11].
It consists of 24 questions on a five-point scale, and a higher score indicates
higher Stress in clinical practice. such as educational environment of clinical
practice, unsuitable role model, clinical working loading, conflict of interpersonal
relationship and conflict with patients. The tool consists of five sub-domains. The
Cronbach’s α of each sub-category was over .91 during the development of th
e tool, and .86 in the present study.
3 Results
The mean scores for emotional intelligence 3.62, ego-resilience 3.34, stress coping
strategies 2.50 and stress in clinical practice 3.04 were above average. Emotional
intelligence was significantly different according to gender, grade, religion, health
status, satisfaction on nursing major and clinical practice, relationship, academic
achievement. Ego-resilience was significantly different according to grade, health
status, satisfaction on nursing major and clinical practice, relationship, academic
achievement. Stress coping strategies was significantly different according to gender
and grade. Stress in clinical practice was significantly different according to
satisfaction on nursing major and clinical practice. Significant correlations were found
between emotional intelligence, ego-resilience, stress coping strategies and stress in
clinical practice.
4 Conclusions
Nursing students’ emotional intelligence and ego-resilience had a positive correlation,
as the higher their emotional intelligence was, the higher the ego-resilience was. and
as the higher their emotional intelligence and ego-resilience were, the lower the stress
in clinical practice was, their stress coping strategies and stress in clinical practice had
a positive correlation. These findings indicate that there is a need to improve
emotional intelligence, ego-resilience and stress coping strategies to lessen stress in
clinical practice. However, their emotional intelligence and ego-resilience had a
positive correlation. To reduce nursing students’s stress in clinical practice, It is
Advanced Science and Technology Letters Vol.140 (GST 2016)
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necessary to develop systematic management of the program to integrate the
educational curriculum, extra-curricular activities and a program to promote their
emotional intelligence, ego-resilience and stress coping strategies.
5 References
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Advanced Science and Technology Letters Vol.140 (GST 2016)
202 Copyright © 2016 SERSC