Aug 2026· Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery)· Vol 13, pp. 195-204· 0 citations
TL;DR
A positive and significant relationship between emotional intelligence and clinical decision-making among students in the Professional Nursing Program is indicated and the development of emotional intelligence needs to be integrated into nursing education to support the improvement of students’ clinical decision-making abilities.
Abstract
In nursing practice, clinical decision-making is a critical competency that students must possess to ensure patient safety and the quality of nursing care. This process is influenced not only by cognitive abilities but also by emotional intelligence, which helps students remain objective when facing complex and high-pressure clinical situations. Although various studies have examined the relationship between the two, the results obtained remain inconsistent. Therefore, this study aims to analyze the relationship between emotional intelligence and clinical decision-making among students in the Professional Nursing Program using a descriptive correlational design and a cross-sectional approach. A total of 107 students from three nursing education institutions in Banda Aceh were selected as participants using consecutive sampling. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test, while clinical decision-making ability was measured using the Clinical Decision-Making in Nursing Scale. Data analysis was performed using Spearman’s correlation test. The results of the study indicate a positive and significant relationship between emotional intelligence and clinical decision-making (r=0.259; p= 0.007). Among all dimensions of emotional intelligence, Understanding of Emotion showed the strongest and most significant relationship with all components of clinical decision-making (p = 0.001), whereas the dimensions of Utilisation of Emotion and Regulation of Emotion did not show a significant relationship. Emotional intelligence plays a role in supporting clinical decision-making abilities among students in the Professional Nursing Program. Therefore, the development of emotional intelligence needs to be integrated into nursing education to support the improvement of students’ clinical decision-making abilities.
Background: Clinical decision-making is an important aspect of perioperative practice because it determines patient safety and quality of care. Current phenomena show that nurses are still not sensitive to the complexity of patients' emotions, so that emotional aspects are not fully integrated into treatment considerations. Emotional intelligence helps nurses understand and manage their own emotions and those of their patients so that they can assess situations more accurately, while self-efficacy strengthens their confidence in choosing and implementing the right actions. These two factors contribute to the accuracy and consistency of clinical decision-making.
Purpose: The purpose of this study was to analyze the relationship between emotional intelligence and self-efficacy with the clinical decision-making of perioperative nurses.
Methods: The research method was observational with a cross-sectional approach. The sample was taken using total sampling and consisted of 31 perioperative nurses at a hospital in Batu City. Data analysis used Spearman's rank correlation test and ordinal logistic regression test.
Results: The bivariate test results showed a significant relationship between emotional intelligence (p-value = 0.002; r = 0.536) and self-efficacy (p-value = < 0.001; r = 0.568) with the clinical decision-making of perioperative nurses. The correlation coefficient showed a moderate positive correlation, indicating that the higher the emotional intelligence and self-efficacy, the higher the clinical decision-making of perioperative nurses. In the multivariate test, both variables simultaneously had a significant effect on clinical decision-making (p-value = 0.002 < α 0.05).
Conclusion: The results of this study contribute significantly to maintaining the quality of nursing services and care provided by nurses through the improvement of emotional intelligence and self-efficacy.
Elza Feronika A’yunil Hofi, Tri Anjaswarni, Joko Wiyono et al.· Journal of Nursing and Pract...· 0 citations
Emotional intelligence is an important professional trait in the nursing profession as it allows for self-awareness,
emotion control, empathy, communication, and sound judgment in clinical situations. The present study was
conducted to investigate the association between emotional intelligence and clinical decision making skills among
B.Sc. Nursing 3rd Year and Post Basic B.Sc. Nursing 1st Year students of SGT University, Gurugram, Haryana.
A quantitative descriptive correlational design was used and a total of 108 students were selected by using
convenience sampling. Data was collected by a self-structured questionnaire via Google Forms which included a
socio-demographic data, Emotional Intelligence Likert Scale and Clinical Decision-Making Likert Scale. Results
showed that 63 (58.3%) participants had moderate emotional intelligence, 44 (40.7%) had strong emotional
intelligence and 1 (0.9%) had poor emotional intelligence. 54 (50.0%) students had good skills, 52 (48.1%) had
moderate skills and 2 (1.9%) had low skills for clinical decision making. The average score of emotional
intelligence was 29.74 ± 3.44 and the average score of clinical decision making was 38.38 ± 5.85. The statistical
analysis showed a substantial moderate positive association between emotional intelligence and clinical decision
making skills (r = 0.513, p < 0.001). No significant difference between the two groups was identified for each
measure. These data indicate that emotional intelligence is favorably related to clinical decision making among
nursing students.
Riya Ahlawat, R. Rinku, K. Kanika et al.· International Journal of Dru...· 0 citations
Emotional intelligence is an essential component in nursing education and practice as nurses frequently encounter emotionally demanding situations while caring for patients. This study aimed to assess emotional intelligence among nursing students and to identify its association with socio-demographic and behavioral variables. A descriptive cross-sectional study design was used among 137 Bsc. nursing students at Pokhara. Complete enumeration sampling techniquewas used. Data were collected using a self-administered questionnaire consisting of socio-demographic and behavioral variables along with the standardized Schutte Self Report Emotional Intelligence Test (SSEIT). Data were analyzed using descriptive and inferential statistics in SPSS version 20. The findings revealed that 62.0% of the respondents had high emotional intelligence while the rest had average emotional intelligence. The mean total emotional intelligence score was 123.99±10.20. Among the emotional intelligence domains, perception of emotion had the highest mean score (35.69±3.48). The study further found no statistically significant association of emotional intelligence with age, gender, religion, academic year, family type, parental education, sleeping hours, diet, exercise, and health problems (p>0.05). This study concluded that the nursing institutions should emphasize emotional intelligence enhancement strategies through educational and counseling programs to strengthen nursing students’ professional and interpersonal competencies.
Pooja Bhandari, Sabina Lamichhane, Pushpa Poudel et al.· The Batuk· 0 citations
For nursing students, emotional competence, the capacity to identify, comprehend, communicate, and control emotions, is essential because it promotes empathy, successful academic performance, and effective communication. It is also essential for professional growth and stress management in nursing education. There is, however, little data on the connection between Indian nursing undergraduates’ academic achievement and emotional intelligence. The purpose of this study was to evaluate the emotional intelligence of undergraduate nursing students at Yenepoya Nursing College in Mangaluru and its relationship to academic success.
94 B.Sc. nursing students who were chosen by non-probability convenience sampling participated in a descriptive quantitative design. The standardized Profile of Emotional Competence (PEC) tool, which assesses five domains: identification, comprehension, expression, regulation, and utilization of emotions, was used to collect data. Exam results from the first and second semesters were used to gauge academic performance. High reliability was shown by the PEC (Cronbach’s
α
= 0.929). Using IBM Statistical Package for the Social Sciences (IBM SPSS) Statistics for Windows (version 29.0.10), descriptive statistics, Pearson’s correlation, and chi-square tests were used to analyse the data.
Most participants were under 20 years old (51.1%) and female (81.9%). The utilization of one’s own emotions domain had the highest scores (15.48 ± 3.82), with the mean overall emotional competence score being 146.16. Of the group, 13.8% received a distinction and 67% received a first-class grade. A significant association (
p
<0.05) was found between emotional competence and students who passed both semesters, but no statistically significant correlation (
p
>0.05) was found between emotional competence and academic achievement.
Students with greater emotional competence performed better academically over time, even though there was no clear relationship between emotional competence and academic success. Better learning outcomes could be a result of increased emotional awareness and control. It is advised that nursing curricula incorporate emotional intelligence training to support students’ professional development, resilience, and adaptability.
G. R. Gireesh, Viji Prasad, Sneha V. Binu et al.· Journal of Health and Allied...· 0 citations
Findings show that nursing students who feel more prepared for AI tend to be less anxious about technology and add AI training more consistently throughout the nursing curriculum and building digital skills may help reduce fear and make it easier for students to use AI tools in the future.
The Turkish version of the FtAIS is a valid and reliable instrument for assessing fear of AI among nursing students and demonstrates acceptable content and construct validity and good internal consistency.
Şebnem Bilgiç, İdi̇l Şahi̇n· Journal of Nursing Measureme...· 0 citations
