A mixed methods study exploring student nurses’ Trait Emotional Intelligence (TEI) during nurse education
Evans, Allison (2022) A mixed methods study exploring student nurses’ Trait Emotional Intelligence (TEI) during nurse education. Doctoral thesis, Birmingham City University.
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Allison Evans PhD Thesis published_Final version_Submitted Mar 2022_Final Award Jul 2022.pdf - Accepted Version Download (4MB) |
Abstract
Introduction
Nurse educators have a mandatory responsibility to create and deliver programs that develop emotionally intelligent practitioners. However, the evidence exploring what transpires for students during the course of nurse education is limited. Using the clearly defined concept of Trait Emotional Intelligence (TEI), the aim of this mixed method longitudinal study was to establish what impact undergraduate nurse education has on the development of students’ emotional intelligence.
Methodology
A TEI questionnaire was used to collect quantitative data measuring students TEI throughout their pre-registration education. Statistical tests were used to establish if there were any changes in students’ TEI at the end of year one and again at the end of the course. Four semi-structured interviews explored students’ perceptions of TEI and Interpretative Phenomenological Analysis (IPA) was used to understand students’ lived experiences. Generating quantitative and qualitative data helped to compare perceptions of TEI across different knowledge paradigms.
Results
Quantitatively, 187 participants completed the questionnaire on all three occasions. Statistical analysis of the cohorts’ scores demonstrated a reduction in overall TEI and at sub factor level throughout the course. Four key themes were generated from the qualitative data: conceptualisations of EI, emotional expression vs suppression, ‘sensing the vibe’ and relationships. Integrated analysis identified similarities and differences between the two data sets providing insight into students’ perceptions of TEI, expressed in words and numbers, to generate knowledge from two polarised paradigms.
Conclusions and recommendations
The strategic development of emotionally intelligent undergraduate curricula is required in order to meet the NMC’s aim of producing emotionally intelligent nurses. An incremental reduction in TEI, significant loss of self-motivation and the routine use of emotional suppression to the detriment of personal wellbeing are of particular concern. Creating environments to enhance students’ TEI requires significant investment and intentional activity in both academic and practice settings.
| Item Type: | Thesis (Doctoral) | ||||||
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| Uncontrolled Keywords: | Trait Emotional Intelligence, Nurse Education, Mixed methods | ||||||
| Subjects: | CAH02 - subjects allied to medicine > CAH02-04 - nursing and midwifery > CAH02-04-01 - nursing (non-specific) | ||||||
| Divisions: | Doctoral Research College > Doctoral Theses Collection Faculty of Health, Education and Life Sciences > School of Nursing and Midwifery |
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| Depositing User: | Jaycie Carter | ||||||
| Date Deposited: | 22 Sep 2022 14:11 | ||||||
| Last Modified: | 22 Sep 2022 14:11 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/13590 |
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