Date

5-22-2024

Department

School of Nursing

Degree

Doctor of Philosophy

Chair

Theresa Pape

Keywords

emotional intelligence, social intelligence, socio-emotional competence, nursing education, professional development plan, reflective practice

Disciplines

Education | Nursing

Abstract

An academic nurse educator with a high level of socio-emotional competence (SEC) can create an inviting learning environment that promotes the highest level of achievement from students. The purpose of this two-group pretest-posttest experimental study was to determine the extent of effectiveness of socio-emotional intelligence education and a reflection-guided professional development plan in improving the socio-emotional competence of academic nurse educators. The Bar-On emotional social intelligence (ESI) conceptual model and the Purkey invitational theory were frameworks used to guide the study. The Emotional Quotient Inventory (EQ-i 2.0) was used as the data collection instrument to measure the pretest and posttest socio-emotional scores. There was a total of 58 participants, 29 in each group. The Statistical Package of Social Sciences (SPSS) software was used to conduct a one-way analysis of covariance (ANCOVA). The study findings revealed an increase in the total SEC scores in both groups between pretest (M = 97.95) and post-test (red group M = 103.7; blue group M = 102.9). There was no statistically significant difference found in the total EI scores between the two groups post-intervention. However, there was clinical importance noted. For example, the findings from the study support that the SEC of academic nurse educators can be improved through education. Future research should focus on the most effective method of education and retention of knowledge over time to improve competence.

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