Austyn Snowden1, Rosie Stenhouse2, Jenny Young3, Hannah Carver4, Fiona Carver5, Norrie Brown6. 1. University of the West of Scotland, Ayr Campus, Ayr KA8 0SX, UK. Electronic address: Austyn.snowden@uws.ac.uk. 2. The University of Edinburgh, Edinburgh EH8 9YL, United Kingdom. Electronic address: Rosie.stenhouse@ed.ac.uk. 3. University of the West of Scotland Paisley campus, Paisley, PA1 2BE. Electronic address: Jenny.young@uws.ac.uk. 4. Edinburgh Napier University, Sighthill Campus, Edinburgh, EH11 4BN. Electronic address: 40135724@live.napier.ac.uk. 5. Edinburgh Napier University, Sighthill Campus, Edinburgh, EH11 4BN. Electronic address: F.carver@napier.ac.uk. 6. Edinburgh Napier University, Sighthill Campus, Edinburgh, EH11 4BN. Electronic address: N.brown@napier.ac.uk.
Abstract
BACKGROUND: Emotional Intelligence (EI), previous caring experience and mindfulness training may have a positive impact on nurse education. More evidence is needed to support the use of these variables in nurse recruitment and retention. OBJECTIVE: To explore the relationship between EI, gender, age, programme of study, previous caring experience and mindfulness training. DESIGN: Cross sectional element of longitudinal study. SETTING AND PARTICIPANTS: 938year one nursing, midwifery and computing students at two Scottish Higher Education Institutes (HEIs) who entered their programme in September 2013. DATA: Participants completed a measure of 'trait' EI: Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF); and 'ability' EI: Schutte's et al. (1998) Emotional Intelligence Scale (SEIS). Demographics, previous caring experience and previous training in mindfulness were recorded. METHODS: Relationships between variables were tested using non-parametric tests. RESULTS: Emotional intelligence increased with age on both measures of EI [TEIQ-SF H(5)=15.157 p=0.001; SEIS H(5)=11.388, p=0.044]. Females (n=786) scored higher than males (n=149) on both measures [TEIQ-SF, U=44,931, z=-4.509, p<.001; SEIS, U=44,744, z=-5.563, p<.001]. Nursing students scored higher that computing students [TEIQ-SF H(5)=46,496, p<.001; SEIS H(5)=33.309, p<0.001. There were no statistically significant differences in TEIQ-SF scores between those who had previous mindfulness training (n=50) and those who had not (n=857) [U=22,980, z=0.864, p = 0.388]. However, median SEIS was statistically significantly different according to mindfulness training [U=25,115.5, z=2.05, p=.039]. Neither measure demonstrated statistically significantly differences between those with (n=492) and without (n=479) previous caring experience, [TEIQ-SF, U=112, 102, z=0.938, p=.348; SEIS, U=115,194.5, z=1.863, p=0.063]. CONCLUSIONS: Previous caring experience was not associated with higher emotional intelligence. Mindfulness training was associated with higher 'ability' emotional intelligence. Implications for recruitment, retention and further research are explored.
BACKGROUND: Emotional Intelligence (EI), previous caring experience and mindfulness training may have a positive impact on nurse education. More evidence is needed to support the use of these variables in nurse recruitment and retention. OBJECTIVE: To explore the relationship between EI, gender, age, programme of study, previous caring experience and mindfulness training. DESIGN: Cross sectional element of longitudinal study. SETTING AND PARTICIPANTS: 938year one nursing, midwifery and computing students at two Scottish Higher Education Institutes (HEIs) who entered their programme in September 2013. DATA: Participants completed a measure of 'trait' EI: Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF); and 'ability' EI: Schutte's et al. (1998) Emotional Intelligence Scale (SEIS). Demographics, previous caring experience and previous training in mindfulness were recorded. METHODS: Relationships between variables were tested using non-parametric tests. RESULTS: Emotional intelligence increased with age on both measures of EI [TEIQ-SF H(5)=15.157 p=0.001; SEIS H(5)=11.388, p=0.044]. Females (n=786) scored higher than males (n=149) on both measures [TEIQ-SF, U=44,931, z=-4.509, p<.001; SEIS, U=44,744, z=-5.563, p<.001]. Nursing students scored higher that computing students [TEIQ-SF H(5)=46,496, p<.001; SEIS H(5)=33.309, p<0.001. There were no statistically significant differences in TEIQ-SF scores between those who had previous mindfulness training (n=50) and those who had not (n=857) [U=22,980, z=0.864, p = 0.388]. However, median SEIS was statistically significantly different according to mindfulness training [U=25,115.5, z=2.05, p=.039]. Neither measure demonstrated statistically significantly differences between those with (n=492) and without (n=479) previous caring experience, [TEIQ-SF, U=112, 102, z=0.938, p=.348; SEIS, U=115,194.5, z=1.863, p=0.063]. CONCLUSIONS: Previous caring experience was not associated with higher emotional intelligence. Mindfulness training was associated with higher 'ability' emotional intelligence. Implications for recruitment, retention and further research are explored.
Authors: Fabiana Cassano; Andrea Tamburrano; Claudia Mellucci; Caterina Galletti; Gianfranco Damiani; Patrizia Laurenti Journal: Int J Environ Res Public Health Date: 2020-08-31 Impact factor: 3.390