Methods: A quantitative approach consisting of a pre and post-survey. The Schutte Emotional Intelligence Scale (SSREIT) and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI), along with three demographic questions were utilized. The SSREIT tool determines characteristic emotional intelligence, while the NCTEI examines 5 domains of clinical teaching effectiveness: teaching ability, nursing competence, evaluation, interpersonal relations, and personality. Schutte et al. (1998) reported an internal consistency in the original study of the SSREIT yielding a Cronbach’s alpha of 0.90, and a two-week test-retest reliability of 0.78. The NCTEI instrument was internally consistent (Cronbach’s alpha = 0.79 - 0.92) and was stable over time with test-retest scores at 4-week intervals (Cronbach’s alpha = 0.76 to 0.93) (Knox & Mogan, 1987). The participants were asked to rate themselves based on their last clinical teaching experience. The faculty members were provided an educational webinar based on the book, Teaching with Emotional Intelligence: A Step-by-Step Guide for Higher and Further Education Professionals (Mortiboys, 2013). The webinar provided the history of EI, relevant literary support, practice questions and various scenarios.
Results: Collective nursing faculty trait-EI levels and clinical teaching effectiveness scores improved. Multiple regression models were utilized to examine the correlations between the SSREIT scores and the different domains of the NCTEI. A statistically significant result from the Pre-EI scores compared to the Nursing Competence domain showed a statistically significant result of p = 0.04. Overall, we reject the null hypothesis and conclude that a significant difference does exist.
Conclusion: The project suggested that nursing faculty could benefit from emotional intelligence training, to encourage affective domain growth in the clinical learning environment, improve role modeling, and advance the development of well-rounded and holistic future nurses.