Emotional intelligence and nursing performance among nursing students Audrey M. Beauvais a, ⁎, Noreen Brady b,d,1 , Eileen R. O'Shea c,2 , Mary T. Quinn Griffin d,3 a Sacred Heart University, 5151 Park Avenue, Fairfield, CT 06825-1000, United States b Lorain Correctional Institution, Eaton, Ohio, United States c Fairfield University, 107 North Benson Road, Fairfield, CT 06824, United States d Case Western Reserve University, Cleveland, OH 44106, United States summary article info Article history: Accepted 30 July 2010 Available online xxxx Keywords: Emotional intelligence Nursing performance Undergraduate nursing students Graduate nursing students Some scholars have proposed that the educational preparation of nurses can be improved by incorporating emotional intelligence lessons into the nursing curricula. However, the relationship between emotional intelligence and nursing performance in nursing students is unknown. The purpose of the study was to examine this relationship among nursing students. A descriptive correlational design with non-probability sampling methods of 87 nursing students in a university setting was conducted. The variables of focus were emotional intelligence and nursing performance. Emotional intelligence was measured with the Mayer– Salovey–Caruso Emotional Intelligence Test (MSCEIT). Nursing performance was measured using the Six Dimension Scale of Nursing Performance (6-D Scale). The sample was predominately Caucasian (91%), female (93%), mean age 24 years. The mean score for emotional intelligence was 0.53, SD ± 0.06 indicating moderate emotional intelligence. The mean score for nursing performance was 3.14, SD ± 0.40 indicating moderate nursing performance. Emotional intelligence was related to nursing performance. Four of the six nursing performance subscale scores were significantly correlated with the total emotional intelligence scores. Implications for nursing education and clinical practice are discussed. © 2010 Elsevier Ltd. All rights reserved. Introduction Undergraduate and graduate nursing schools are faced with the critical challenge of preparing students to safely and effectively perform nursing in a complex, ever-changing healthcare environ- ment. Nursing schools focus on student's performance as this plays an essential role in assuring the quality of nursing care and outcomes (American Association of Colleges of Nursing, 2008; Meretoja and Leino-Kilpi, 2001). In order to adequately prepare student nurses, nursing education has traditionally focused on achieving statutory competencies by emphasizing theoretical content and skills acquisi- tion (American Association of Colleges of Nursing, 2008; Freshwater and Stickley, 2004). More recently, both nursing school faculty and the nursing literature authors are beginning to explore the role of emotions and emotional intelligence in education as a means to improve performance (Augusto Landa et al., 2009; Bellack, 1999; Brewer and Cadman, 2000; Evans and Allen, 2002). Some scholars believe that emotional intelligence may be a key factor in more fully preparing nursing students for professional practice (Moyer and Wittmann-Price, 2008). Background/literature Emotional intelligence is an emerging concept that is fascinating the academic, business, and healthcare worlds. While its appeal almost seems intuitive, individuals have only begun to appreciate the relevance of this concept in understanding the very nature of relationships and our effectiveness in working with others. Emotions are important as they provide meaningful information which in turn can change attention and thought, change our physical feelings, and motivate behavior (Bechara, 2004; Caruso and Salovey, 2004; Clore and Huntsinger, 2007). Emotions influence what people think about, how people think, and are essential for people to make appropriate decisions, take the best possible action to solve problems, cope with change, and succeed (Caruso and Salovey, 2004). Some individuals have argued that when making decisions and taking actions, emotions are just as important as rational, intellectual thought (Appelbaum, 1998; Cadman and Brewer, 2001). In a profession where nurses can be faced with life-and-death decisions, all data, including data obtained from emotions, can be considered critical (Benner et al., 1996). Improved decision making and problem solving is one reason that emotional intelligence has been identified as a characteristic of effective nursing performance (McQueen, 2004; Moyer and Wittmann-Price, 2008). Nurse Education Today xxx (2010) xxx–xxx ⁎ Corresponding author. 136 Barberry Road, Southport, CT 06890, United States. Tel.: +1 203 371 7718(Work), +1 203 254 0639(Home); fax: +1 203 365 7662. E-mail addresses: beauvaisa@sacredheart.edu (A.M. Beauvais), Noreen.brady@case.edu (N. Brady), eoshea@fairfield.edu (E.R. O'Shea), mary.quinngriffin@case.edu (M.T.Q. Griffin). 1 Tel.: +1 440 748 1049, +1 216 368 1867. 2 Tel.: +1 203 254 4000x2703. 3 Tel.: +1 216 368 1920. YNEDT-01851; No of Pages 6 0260-6917/$ – see front matter © 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.nedt.2010.07.013 Contents lists available at ScienceDirect Nurse Education Today journal homepage: www.elsevier.com/nedt Please cite this article as: Beauvais, A.M., et al., Emotional intelligence and nursing performance among nursing students, Nurse Educ. Today (2010), doi:10.1016/j.nedt.2010.07.013