The Emotional Intelligence Profiles and Cognitive Measures of Nurse Anesthesia Students in the Southeastern United States
type: CreativeWork
description: Problem. The purpose of this cross-sectional correlational study was to explore the relationship between emotional intelligence and personal and academic factors of nurse anesthesia students at three points in a program: matriculation, at one year of study, and in the last semester of study and the relationship of these to clinical scores and national certification examination (NCE) scores. Method. An ex-post-facto cross-sectional study design was used to gather data at three critical times in nurse anesthesia (NA) programs to explore the relationships between emotional intelligence scores, preadmission demographics, clinical scores, and NCE scores. Results. Data from 216 nurse anesthesia students from four accredited nurse anesthesia programs in the southeastern United States were used to create descriptive statistics, factor loadings, correlations, and multiple linear regressions. Descriptive data showed participants had a mean age of 31, were primarily Caucasian (85.1%), were about evenly distributed between the three cohorts, and had a mean acute care experience of 3.42 years. Preadmission overall GPA (OGPA) mean was 3.46, and science GPA (SGPA) mean was 3.42. The mean quantitative GRE score was 585, and the verbal GRE mean score was 496. Multiple regression was completed on preadmission scores, EI scores, and clinical scores in predicting NCE scores. After Bonferroni correction, three EI variables, Facilitation Task, Sensations Task, and Facilitating Branch, one academic variable, Nurse Anesthesia GPA, and one clinical variable, didactic transference, were predictive of NCE scores. Although not directly predictive of NCE scores, one preadmission variable, overall GPA, was predictive of the EI variables, academic variable, NA GPA, and the clinical variable, didactic transference. Conclusions. Several conclusions and recommendations can be made from this study. First, application of didactic knowledge to the clinical setting appears to be tied to success on the N…
abstract: Problem. The purpose of this cross-sectional correlational study was to explore the relationship between emotional intelligence and personal and academic factors of nurse anesthesia students at three points in a program: matriculation, at one year of study, and in the last semester of study and the relationship of these to clinical scores and national certification examination (NCE) scores. Method. An ex-post-facto cross-sectional study design was used to gather data at three critical times in nurse anesthesia (NA) programs to explore the relationships between emotional intelligence scores, preadmission demographics, clinical scores, and NCE scores. Results. Data from 216 nurse anesthesia students from four accredited nurse anesthesia programs in the southeastern United States were used to create descriptive statistics, factor loadings, correlations, and multiple linear regressions. Descriptive data showed participants had a mean age of 31, were primarily Caucasian (85.1%), were about evenly distributed between the three cohorts, and had a mean acute care experience of 3.42 years. Preadmission overall GPA (OGPA) mean was 3.46, and science GPA (SGPA) mean was 3.42. The mean quantitative GRE score was 585, and the verbal GRE mean score was 496. Multiple regression was completed on preadmission scores, EI scores, and clinical scores in predicting NCE scores. After Bonferroni correction, three EI variables, Facilitation Task, Sensations Task, and Facilitating Branch, one academic variable, Nurse Anesthesia GPA, and one clinical variable, didactic transference, were predictive of NCE scores. Although not directly predictive of NCE scores, one preadmission variable, overall GPA, was predictive of the EI variables, academic variable, NA GPA, and the clinical variable, didactic transference. Conclusions. Several conclusions and recommendations can be made from this study. First, application of didactic knowledge to the clinical setting appears to be tied to success on the N…
author: Collins, Shawn Bryant
keywords: Education, Nursing
date published: 2012-01-01T08:00:00Z
date modified: 2026-07-24T00:52:41Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University