EXAMINATION ON THE RELATIONSHIP BETWEEN NURSING STUDENTS' EMOTIONAL INTELLIGENCE AND CLINICAL PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Globally, nurses play a pivotal role in healthcare delivery, acting as the frontline caregivers who interact most frequently with patients. They are responsible for a wide range of duties, including monitoring patient health, administering medications, assisting with medical procedures, and providing emotional support to patients and their families as opined by Aiken and Steve (20222). For newly qualified nurses, Missen (2024) averred that the first year in the workforce is typically marked by a period of adjustment. During this time, they must familiarize themselves with new units, services, and work environments, while simultaneously developing competencies needed for their new roles. Contrarily McQueen (2018) assert that nursing education places considerable emphasis on clinical competence, which encompasses both technical skills and non-technical abilities, such as empathy, resilience, and communication. Clinical performance, in this context, refers to nursing students’ ability to demonstrate competence in delivering patient care, managing clinical responsibilities, and establishing therapeutic relationships with patients, all  of which demands emotional intelligence according Caruso & Salovey, (2024)

Goci & Kingsly (2018) defined emotional intelligence as the ability to recognize, understand, and manage one’s own emotions and those of others, plays a key role in the way individuals handle social complexities.  Emotional intelligence involves the effective management of feelings of employees or workforce of an organization so that they are expressed appropriately, therefore enabling people to work together towards common goals in a corporate environment. When the executives of an organization values feelings, so will the employees or the organization’s workforce. Thus, if the management feels optimistic, confident, creative, flexible, tolerant, respectful, and compassionate, the workforce will likely mirror these feelings naturally. According to Nifemi & Falana (2022) emotionally healthy behavior can be seen in an individuals’ ways of thinking; recognizing, managing and expressing feelings; and choosing effective behaviours in other to enhance productivity. Similarly, Austine & Theresa (2020) emphasized emotional health is important for employees; it influences what they do, who they meet, how they look and feel and it makes decision about their productivity. 

In Nigeria, Salovey & Mayer (2020) pointed that emotional intelligence (EI) has gained increasing recognition as a vital attribute in healthcare professionals, particularly among nursing students whose work environment demands strong interpersonal and communication skills.  Ezigbo & Uloaku (2020) argued that the poor performance of employees of the Nigerian workforce may not be unconnected to the poor attention of complete negligence of the emotional intelligence and its influences in the Nigerian corporate environment; the negligence has ultimately contributed to the economic recession currently confronting the nation. Contextually, Codier (2020) added that in the nursing profession, emotional intelligence is crucial, as nurses are frequently confronted with emotionally charged situations that require not only clinical expertise but also emotional sensitivity and empathy. The significance of emotional intelligence in nursing students’ clinical performance cannot be overstated, as it influences their ability to engage effectively with patients and collaborate with healthcare teams (Rankin, 2013). This relationship underscores the importance of integrating emotional intelligence training into nursing education programs to enhance students’ overall clinical performance.Thus, understanding the relationship between emotional intelligence and clinical performance is essential for developing strategies to enhance nursing students’ clinical competencies.

1.2 Statement of the Problem

It is no doubt that nursing students in clinical settings are often confronted with emotionally challenging situations that test their ability to manage emotions, empathize with patients, and maintain professional relationships. Okoro & Okoh (2020) pointed that while clinical competence is a fundamental requirement for effective nursing practice, the influence of non-technical skills such as emotional intelligence on clinical performance is often overlooked in nursing education.  As observed by Rochford (2019) clinical environments are inherently complex and stressful, requiring nursing students to effectively manage their emotions and respond appropriately to patients’ emotional needs. As such, emotional intelligence may serve as a key determinant of students’ clinical performance, impacting their ability to make sound clinical decisions, handle difficult situations, and communicate effectively with patients and healthcare professionals.

Cummings & Worley (2023) added that that healthcare professional who possess higher levels of emotional intelligence are better equipped to manage clinical stressors, build therapeutic relationships with patients, and demonstrate empathy and effective communication. Benson (2020) highlighted that for corporate organizations, employees can handle their emotions accurately and use certain behaviors in the workplace that allow them to gather better information, understand others’ behavior or make better decisions about their activities, that result in better performance on the job which would by extension improve organizational growth and development. Despite the emphasis on developing clinical skills, many nursing students struggle with managing their emotions in high-pressure clinical situations, which can negatively impact their clinical performance and patient care. This raises concerns about the adequacy of current nursing education programs in equipping students with the necessary emotional competencies to thrive in clinical environments.

Although existing studies have established a positive relationship between emotional intelligence and employee performance in various settings, there is a lack of empirical evidence specifically addressing the impact of emotional intelligence on Nigerian nursing students' clinical performance. This creates a significant gap in understanding how emotional intelligence can be harnessed to improve nursing education and practice in Nigeria. Another issue is the lack of standardized measures for assessing emotional intelligence in nursing students and its correlation with clinical performance. As a result, there is a need for studies that utilize contextually relevant emotional intelligence frameworks to investigate the relationship between emotional intelligence and clinical performance among nursing students in Nigeria. Upon this premise, this study aims to address these gaps by examining the relationship between emotional intelligence and clinical performance among nursing students in selected institutions in Nigeria. 

1.3 Objectives of the Study

The primary objectives of this study is focused on examination on the relationship between nursing students' emotional intelligence and clinical performance. Specifically, the study seeks:

To assess the level of emotional intelligence among nursing students in selected institutions in Nigeria.

To identify the factors within healthcare setting demanding emotional intelligence among nursing students in Nigeria.

To explore the perceptions of nursing educators regarding the role of emotional intelligence in nursing students’ clinical performance.

To recommend strategies for integrating emotional intelligence training into nursing education programs in Nigeria.

1.4 Research Questions

What is the level of emotional intelligence among nursing students in selected institutions in Nigeria?

What factors within healthcare setting demands emotional intelligence among nursing students in Nigeria?

What are the perceptions of nursing educators regarding the role of emotional intelligence in nursing students’ clinical performance?

What strategies can be recommended for integrating emotional intelligence training into nursing education programs in Nigeria?

Research Hypotheses

Ho: There is no significant impact of emotional intelligence on clinical performance among nursing students in selected institutions in Nigeria.

Hi: There is no significant impact of emotional intelligence on clinical performance among nursing students in selected institutions in Nigeria.

1.6 Significance of the Study

This study holds practical significance for nursing educators, nursing students, and healthcare institutions. For nursing educators, understanding the relationship between emotional intelligence and clinical performance will provide insights into the importance of integrating emotional intelligence training into nursing curricula. By emphasizing the development of emotional competencies, nursing educators can enhance students’ clinical performance and their ability to provide empathetic patient care. 

For nursing students, the findings of this study will underscore the value of emotional intelligence in their clinical practice, motivating them to cultivate emotional skills alongside technical competencies. Healthcare institutions will also benefit from this study, as emotionally intelligent nursing students are more likely to exhibit effective communication, resilience, and empathy in their interactions with patients and colleagues. This will ultimately contribute to improved patient outcomes and a more collaborative healthcare environment. The findings will be relevant to policymakers and stakeholders in the healthcare sector, as they can inform the development of policies and initiatives aimed at enhancing the emotional and clinical competencies of nursing students.

Theoretically, this study will contribute to the existing body of knowledge on emotional intelligence in nursing education. It will provide a framework for understanding the role of emotional intelligence in enhancing nursing students’ clinical performance, and will offer insights into the specific dimensions of emotional intelligence that are most relevant to clinical practice. This study will also contribute to the broader discourse on emotional intelligence in healthcare, providing a basis for future research in this area.

1.7 Scope of the Study

The scope of this study is limited to examining the relationship between emotional intelligence and clinical performance among nursing students in selected institutions in Nigeria. The study will focus on nursing students in their clinical training phase, exploring their emotional intelligence levels and its impact on their clinical competencies. The geographical scope is restricted to Enugu State University  Teaching  Hospital.

1.8 Limitations of the Study

Like is in the character of academic endeavors, first limitation of this study is the potential for response bias, as nursing students may not accurately report their emotional intelligence levels due to social desirability or fear of judgment. To mitigate this, the researcher will employ validated self-report measures and ensure anonymity during data collection..

Additionally, the study’s findings may be limited by the geographical scope, as it focuses solely on nursing students in selected institutions in Nigeria. The results may not be generalizable to other contexts or countries with different nursing education systems. To address this, future research could expand the study to include nursing students from diverse geographical and educational backgrounds.

1.9 Operational Definition of Terms

Emotional Intelligence: This is ability to recognize, understand, and manage one’s emotions and the emotions of others, enabling effective communication and empathetic interactions.

Clinical Performance: This is the demonstration of competence by nursing students in delivering patient care, managing clinical responsibilities, and establishing therapeutic relationships with patients.

Nursing Students: This is an individuals enrolled in nursing education programs who are undergoing clinical training to develop competencies in patient care and healthcare delivery.

---

---