Yanhong Wang1, Yan Zhang2, Minhui Liu3, Liyuan Zhou4, Junhong Zhang5, Hongxia Tao6, Xuan Li7. 1. School of Nursing, Lanzhou University, Lanzhou, Gansu, China. Electronic address: yanhongwang@lzu.edu.cn. 2. School of Nursing, Lanzhou University, Lanzhou, Gansu, China. Electronic address: zhangyan17@lzu.edu.cn. 3. The Johns Hopkins University, Baltimore, MD, USA. Electronic address: mliu62@jhu.edu. 4. Geriatric Department of the First Affiliated Hospital of Lanzhou University, Gansu, China. Electronic address: zlyldyy@163.com. 5. Nursing Department of the Second Affiliated Hospital of Lanzhou University, Gansu, China. Electronic address: 1429725046@qq.com. 6. School of Nursing, Lanzhou University, Lanzhou, Gansu, China. Electronic address: taohx18@lzu.edu.cn. 7. School of Foreign Language, Shen Yang Normal University, Shenyang, Liaoning, China. Electronic address: 1078363565@qq.com.
Abstract
OBJECTIVE: To construct and test a hypothetical model linking the caring ability of nursing students with empathy ability, emotional intelligence, and communication ability. METHOD: Participants were 851 students from three undergraduate colleges and one junior college in China, Gansu Province. Participating students had to fulfill the following requirements: different levels of nursing majors (undergraduates or junior college students), understand the study purpose, and be willing to participate in this study. Exclusion: secondary college students. Variables were measured by the Caring Ability Inventory, Emotional Intelligence Scale, Supportive Communicative Scale, and Interpersonal Reactivity Index. Data were analyzed with structural equation modeling to explore the path relationships and mutual effects between structural elements. RESULTS: Empathy (β = 0.25, P<0.001), emotional intelligence (β = 0.36, P<0.001), and communication ability (β = 0.28, P<0.001) were significantly associated with the caring ability of nursing students. Empathy was the strongest factor associated with caring ability and emotional intelligence was a partial mediator of the relationship between empathy and communication skills. CONCLUSIONS: The nurse's humanistic care ability requires continuous learning and school education. To enhance the humanistic care ability of nursing students, nursing educators should develop target strategies to improve the 'sympathetic ability,' 'emotional intelligence' and 'communication ability' of nursing students.
OBJECTIVE: To construct and test a hypothetical model linking the caring ability of nursing students with empathy ability, emotional intelligence, and communication ability. METHOD:Participants were 851 students from three undergraduate colleges and one junior college in China, Gansu Province. Participating students had to fulfill the following requirements: different levels of nursing majors (undergraduates or junior college students), understand the study purpose, and be willing to participate in this study. Exclusion: secondary college students. Variables were measured by the Caring Ability Inventory, Emotional Intelligence Scale, Supportive Communicative Scale, and Interpersonal Reactivity Index. Data were analyzed with structural equation modeling to explore the path relationships and mutual effects between structural elements. RESULTS: Empathy (β = 0.25, P<0.001), emotional intelligence (β = 0.36, P<0.001), and communication ability (β = 0.28, P<0.001) were significantly associated with the caring ability of nursing students. Empathy was the strongest factor associated with caring ability and emotional intelligence was a partial mediator of the relationship between empathy and communication skills. CONCLUSIONS: The nurse's humanistic care ability requires continuous learning and school education. To enhance the humanistic care ability of nursing students, nursing educators should develop target strategies to improve the 'sympathetic ability,' 'emotional intelligence' and 'communication ability' of nursing students.
Authors: Yanlin Zhu; Gan Liu; Yuqiu Shen; Junqiao Wang; Minmin Lu; Jing Wang Journal: Int J Environ Res Public Health Date: 2022-10-03 Impact factor: 4.614