REVIEW OF RELATED LITERATURE

Emotional Intelligence (EI) is defined as “the ability to perceive accurately, appraise, and
express emotion; the ability to access and/or generate feelings when they facilitate thought, the
ability to understand emotion and emotional knowledge; and the ability to regulate emotions to
promote emotional and intellectual growth (Mayer & Salovey, 1997).” In the clinical and
community setting, it is an advantage for the student nurse to be EI competent because it allows
the student to communicate and empathize effectively with the client. This will allow the students
to deliver safe and quality nursing care. According to Ibrahim, Elgzar, Mohamed & Salem 2016, it
was revealed that there is a positive correlation between student emotional intelligence and
clinical performance.
In the late 1990’s, Goleman built upon Mayer & Salovey’s definition and elaborated five
components of EI which are self-awareness, self-regulation, self- motivation, empathy, and social
skills.
Self-awareness is the ability to understand one’s emotions and their effect on others
(Jiwan, 2010). If one is clear about one’s emotions then one is able to offer an appropriate
emotional response to the situation (Lewis, 2004). Students who develop self-awareness have the
capacity to know their own strengths and weaknesses and use this capacity to be able to respond
to feedback without taking it personally or feeling belittled. Goleman identified self-awareness as
the attribute, being the most important cornerstone of EI (Lewis, 2004).
Self-regulation is the ability to handle difficult and powerful emotions and redirect them in
a positive manner (Reeves, 2005). In the clinical setting, health care members often encounter
irate patients and their significant others. Individuals who learn to control their emotions and the
situation are well developed in keeping their composure under pressure and prevent these
situations from getting out of hand which is important when you are in the health care industry.
Another component of self-regulation offered is one’s ability to admit fault and confront
inappropriate work behavior. These behaviors are thought to show trustworthiness and integrity.
Self- Motivation involves the desire to go beyond and pursue goals with passion and energy
(Jiwan, 2010). Individuals who possess these qualities are of those with well-developed EI. Passion
and energy always go hand in hand when it comes to getting the job done. Student nurses must
have these qualities to keep them driven in performing their duties. From time to time, individuals
Individuals who bear Empathy are able to understand the emotional make-up of others
(Jiwan, 2010). Being empathic has been linked to increased success in work environments. It
strengthens relationships between co-workers and supervisors. Having the ability to know when
to put himself in ones shoes, shows that oneself cares about other people’s welfare other than
his.
Social skills are demanded as a nursing skill as the nurse empathizes with patients, tries to
understand their perspectives, and engages in counseling behaviors. Developed social skills are
integral to EI. Interpersonal skills are the specific social skills needed to establish good rapport and
connected relationships with patients. Those that have developed social skills are said to have the
“ability to organize groups, negotiate solutions, make personal connections, and engage in social
analysis” (McQueen, 2003, p. 102). These skills demonstrate interpersonal polish and facilitate
success.
Caring, in general is the act of feeling or showing concern or kindness to others. According to Jean
Watson, caring in the clinical setting is “a science that encompasses a humanitarian, human
science orientation, human caring processes, phenomena, and experiences.” In the clinical setting,
student nurses

Ibrahim H., Elgzar W., Mohamed R., & Salem G. (2016). Relationship Between Nursing Students’
Emotional Intelligence and Their Clinical Performance During Obstetrics and Gynaecologic Nursing
Practical Training. American Journal of Nursing Science. 5(6), 240-
250.doi:10.11648/j.ajns.20160506.12
Jiwan, T. (2010). Emotional quotient scores over intelligence quotient. Nursing Journal of India,
3(57), URL :http://www.tnaionline.org/march-10/5.htm.

McQueen A. (2004). Emotional Intelligence in Nursing Work. Journal of Advanced Nursing, 47(1),
101-108. https://doi.org/10.1111/j.1365-2648.2004.03069.x