THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND PERCEIVED PROBLEM-SOLVING ABILITY AMONG NURSING STUDENTS
DOI:
https://doi.org/10.5281/zenodo.20538952Keywords:
Emotional Intelligence, Nursing students, Problem Solving, Clinical LearningAbstract
Objective: Nursing students frequently face considerable stress, uncertainty, and emotional demands during clinical training, and competencies such as emotional intelligence and effective problem-solving play a crucial role in facilitating their adaptation to clinical environments and the delivery of quality care. Therefore, this study aimed to explore the association between emotional intelligence and perceived problem-solving ability among undergraduate nursing students and to examine how these variables relate to selected sociodemographic characteristics.
Methods: This study was conducted in a descriptive and correlational design. The research was carried out with 349 undergraduate nursing students who had at least one clinical practice experience. Data were collected between May and June 2025 using an online questionnaire. The Personal Information Form, the Trait Emotional Intelligence Questionnaire–Short Form, and the Problem Solving Inventory were used for data collection. Data were analyzed using descriptive statistics, comparative analyses, and correlation analysis.
Results: The mean total score of the Trait Emotional Intelligence Questionnaire–Short Form was 93.44 ± 15.52, and the mean total score of the Problem Solving Inventory was 107.21 ± 22.05. A statistically significant negative relationship was found between emotional intelligence and perceived problem-solving ability (p<0.05). Emotional intelligence and problem-solving scores were also significantly associated with age, gender, parental attitudes, and monthly income.
Conclusion: The findings indicate that an increase in emotional intelligence levels among nursing students is associated with a more adequate perception of problem-solving ability. Educational approaches that support emotional awareness, self-regulation, and interpersonal skills in nursing education may contribute to strengthening students’ adaptation to clinical learning environments and their professional development.
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