An Evaluation of Emotional Intelligence in Undergraduate Nursing Student Leaders Over 4 Years

Purpose: The purpose of this project was to assess changes in Emotional Intelligence using the EQ-i 2.0™ tool in a cohort of undergraduate nursing students enrolled in a four-year extracurricular Leadership Scholars program.  Aims: 1) to explore the student’s change of EQ-i 2.0™ scores over a four year period; 2) to explore the student’s perception of group involvement, mentoring, relationship development and self-reflection; 3) to compare the change of EQ-i 2.0™ scores with the students perceptions of growth with group involvement, mentoring, relationship development and self reflection. Background: Emotional Intelligence (EI) is emerging as an essential construct in nursing leadership development and is correlated to a person’s ability to communicate, collaborate, and manage relationships. EI is foundational to creating a team-based collaborative work environment to maximize clinical, quality, safety and cost outcomes. The four concepts (group involvement, mentoring, relationship development and self reflection) composed the EI conceptual framework for the program intervention. Methods: A descriptive longitudinal comparative design with a convenient sample of students enrolled in the Leadership Scholars program over a 4 year time period. Students completed the EQ-i 2.0™ tool at baseline in their freshman year and annually. The Leadership Scholars program provided students opportunities to engage in the following: reflective journaling; self assessments; and experience a mentor and mentee role. Students participated with alumni leaders in group and service activities and service incorporating Jesuit values as they developed and practiced leadership, communication, and collaboration skills. Evaluation of Aims: 1) Undergraduate nursing students enrolled in the Leadership Scholars program took the standardized EQ-i 2.0™ tool annually and a comparison of the pre/post EQ-i 2.0™  was conducted and analyzed. 2) A qualitative evaluation was conducted to evaluate student’s perception of their group involvement, mentoring, relationship development and self reflection; 3) A comparison of the change of EQ-i 2.0™ scores with the qualitative evaluation of student’s perception of their group involvement, mentoring, relationship development and self reflection was completed.