Emotional Intelligence Levels of Nursing Students and Affecting Factors/Hemsirelik Ogrencilerinin Duygusal Zeka Duzeyleri ve Etkileyen Faktorler.

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Date: Dec. 2017
Publisher: KARE Publishing
Document Type: Article
Length: 3,936 words

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Abstract :

Aim: The purpose of this study is to determine the emotional intelligence of nursing students and affecting factors. Methods: The study population comprised 325 students studying nursing at Health Services School of Health Sciences Faculty at Dogu Akdeniz University in the academic year of 2014-2015. No sampling method was used and the study sample comprised 222 students who voluntarily participated in the study (68%). Data were collected with the Personal Characteristics Form, involving socio-demographic questions, and the Emotional Intelligence Inventory. The collected data were analyzed with Statistical Package Program for Social Sciences 20 and evaluated with Mann Whitney U Test and Kruskal Wallis H test. Results: The mean total score was 123.31 [+ or -] 34.27 on the Emotional Intelligence Inventory: 23.04 [+ or -] 6.91 for its subscale about empathy, 22.41 [+ or -] 6.99 for its subscale about awareness of feelings, 21.83 [+ or -] 6.73 for its subscale about motivating oneself, 21.38 [+ or -] 6.37 for its subscale about social skills, and 20.71 [+ or -] 6.34 for its subscale about management of feelings. Although there were statistically significant differences between emotional intelligence and year of study, type of university exam, education levels of fathers, and taking a course about emotional intelligence (p 0.05). Conclusion: The results of the study showed that the students had low emotional intelligence scores and that their emotional intelligence needs to be improved. It is important that nursing education plans include courses and training strategies to develop emotional intelligence. Keywords: Emotional intelligence; nursing education; nursing students Giris: Bu arastirma hemsirelik ogrencilerinin duygusal zeka duzeylerini belirlemek ve duygusal zeka duzeylerini etkileyen faktorleri tanimlamak amaciyla yapilmistir. Yontem: Arastirmanin evrenini 2014-2015 Akademik yilinda Dogu Akdeniz Universitesi Saglik Bilimleri Fakultesi Saglik Hizmetleri Yuksekokulu Hemsirelik Bolumunde ogrenimlerini surduren 325 ogrenci olusturturmustur. Arastirmada orneklem secimine gidilmemis, arastirmaya gonullu olarak katilmayi kabul eden 222 ogrenci (%68) orneklemi olusturmustur. Arastirmada veri toplama araci olarak ogrencilerin sosyodemografik ozelliklerini kapsayan "Kisisel Bilgi Formu" ve "Duygusal Zeka Olcegi" kullanilmistir. Veriler SPSS 20 paket programinda kodlanarak degerlendirilmistir. Elde edilen veriler Mann Whitney U Testi ve Kruskal Wallis H testi ile degerlendirilmistir. Bulgular: Ogrencilerin DZO toplam puan ortalamalarinin 123.31 [+ or -] 34.27, alt olcek puanlari Empati 23.04 [+ or -] 6.91, Duygularin Farkinda Olma 22.41 [+ or -] 6.99, Kendini Motive Etme 21.83 [+ or -] 6.73, Sosyal Beceriler 21.38 [+ or -] 6.37, Duygularini Yonetme 20.71 [+ or -] 6.34 oldugu bulunmustur. Ogrencilerin Duygusal Zeka Puan ortalamalari ile ogrenim gordukleri sinif, universiteye giris sinav sistemi, baba egitim duzeyi ve duygusal zeka konusunda ders alma durumu gibi bagimsiz degiskenler arasinda istatistiksel olarak anlamli fark bulunmakla birlikte (p 0.05). Sonuc: Arastirma bulgulari ogrencilerin DZO toplam puan ortalamalarinin dusuk oldugunu ve ogrencilerin duygusal zekalarinin gelistirilmeye ihtiyaci oldugunu gostermistir.Hemsirelik ogretim planlarinda DZ gelistirmeye yonelik derslerin ve egitim stratejilerinin yer almasi onemlidir. Anahtar kelimeler: Duygusal zeka; hemsirelik egitimi; hemsirelik ogrencileri

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Gale Document Number: GALE|A532250167