A COMPARATIVE STUDY ON EMOTIONAL INTELLIGENCE AMONG PAKISTANI UNDERGRADUATE NURSING STUDENTS
DOI:
https://doi.org/10.48047/Keywords:
Academic Level, Demographic Variables, Day Scholars, Emotional Intelligence, Hostel Living, Marital StatusAbstract
Emotional intelligence (EI) is a vital component in nursing, influencing key aspects such as clinical decision-making, critical thinking, and the quality of patient care. Nursing students often encounter emotionally challenging situations that affect their academic performance and ability to demonstrate empathy in clinical settings. This study aimed to assess EI among undergraduate nursing students at Rawalpindi College of Nursing and Benazir Bhutto Hospital College of Nursing in Rawalpindi, considering various demographic factors. A cross-sectional analytical approach was adopted to compare EI levels among 300 BSN nursing students from both institutions, with a focus on demographic variables such as age, residence, academic level, and marital status. The Brief Emotional Intelligence Scale (BEIS-10), rooted in Salovey and Mayer’s (1990) framework, was employed to assess EI through a 10-item, 5-point Likert scale. Independent sample t-tests and one-way ANOVA were used to compare EI differences across demographic groups. The study revealed significant differences in EI, particularly across age, residence, and academic level. Older students, aged 21 to 25, exhibited significantly higher EI (p =.001). Additionally, day scholars showed greater emotional intelligence than hostel residents (p =.004), while students in their final years demonstrated notably higher EI than those in earlier stages (p = .0001). These findings highlight the strong influence of age, residence, and academic progression on EI. In contrast, marital status was not found to significantly affect emotional intelligence. In conclusion, the study emphasizes that age, residence, and academic level play a significant role in shaping the emotional intelligence of nursing students. The results underscore the need for targeted interventions to improve EI, particularly for younger students, hostel residents, and those in the early stages of their academic careers, to enhance both academic and clinical performance.
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