Longitudinal Study of Emotional Intelligence, Leadership, and Caring in Undergraduate Nursing Students
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abstract
This study describes the development of emotional intelligence (EI), leadership, and caring in undergraduate nursing students throughout their educational program. A correlational, repeated measures study design was used. Fifty-two nursing students completed four self-report questionnaires on three occasions (T1, T2, T3): BarOn Emotional Quotient Inventory: Short (EQ-i:S), Self-Assessment Leadership Instrument (SALI), Caring Ability Inventory (CAI), and Caring Dimensions Inventory (CDI). Mean scores for Total EI did not change significantly over time (T1, 100.1±13.8; T2, 103.1±13.8; T3, 101.6±14.7). However, EI adaptability was higher at T2 (101.6±13.1) and T3 (101.8±14.1) than at T1 (97.0±12.5;
p
= 0.03), as was CAI Courage (64.2±9.5, 66.7±9.5, 66.9±8.7;
p
= 0.04) and the CDI (96.8±18.1, 103.0±7.3, 102.0±10.9;
p
= 0.02). Changes in EI were positively correlated (
r
> 0.50,
p
< 0.001) with changes in SALI, CAI Knowing, and CAI Courage. During the undergraduate program, significant increases occurred in caring and EI adaptability but not in overall EI or leadership.
