The relationship of emotional intelligence to burnout and related factors in healthcare profession students.

Emotions Interprofessional education Mindfulness Stress

Journal

Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379

Informations de publication

Date de publication:
02 Sep 2024
Historique:
received: 05 03 2024
revised: 23 08 2024
accepted: 01 09 2024
medline: 8 9 2024
pubmed: 8 9 2024
entrez: 7 9 2024
Statut: aheadofprint

Résumé

High prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. To explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. Cross-sectional survey study. Data was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. 147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). Participants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. A large negative correlation was noted between emotional intelligence and burnout (r = -0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. These findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Sections du résumé

BACKGROUND BACKGROUND
High prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula.
OBJECTIVES OBJECTIVE
To explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables.
DESIGN METHODS
Cross-sectional survey study.
SETTINGS METHODS
Data was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey.
PARTICIPANTS METHODS
147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP).
METHODS METHODS
Participants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale.
RESULTS RESULTS
A large negative correlation was noted between emotional intelligence and burnout (r = -0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence.
CONCLUSIONS CONCLUSIONS
These findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Identifiants

DOI: 10.1016/j.nedt.2024.106387 PMID: 39243528
pubmed: 39243528
pii: S0260-6917(24)00297-1
doi: 10.1016/j.nedt.2024.106387
pii:
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

106387

Informations de copyright

Published by Elsevier Ltd.

Déclaration de conflit d'intérêts

Declaration of competing interest We have no conflicts of interest to disclose.

Auteurs

Molly J Taylor (MJ)

Rehabilitation and Health Sciences, College of Health Sciences, University of Kentucky, 720 Sports Center Drive, Lexington, KY 40502, USA. Electronic address: molly.taylor@uky.edu.

Richard Andreatta (R)

Department of Communication Sciences and Disorders, College of Health Sciences, University of Kentucky, Room 120F Wethington Bldg., 900 S. Limestone Street, Lexington, KY 40536-0200, USA. Electronic address: richard.andreatta@uky.edu.

Leslie Woltenberg (L)

Department of Physician Assistant Studies, College of Health Sciences, University of Kentucky, Room 201B Wethington Bldg., 900 South Limestone Street, Lexington, KY, 40536-0200, USA. Electronic address: lnhami2@uky.edu.

Marc Cormier (M)

Department of Kinesiology and Health Promotion, College of Education, University of Kentucky, 110 Seaton Building, University Drive, Lexington, KY 40502, USA. Electronic address: marc.cormier@uky.edu.

Johanna M Hoch (JM)

Department of Athletic Training and Clinical Nutrition, College of Health Sciences, University of Kentucky, room 206A Wethington Building, 900 S. Limestone Street, Lexington, KY 40536-0200, USA. Electronic address: johanna.hoch@uky.edu.

Classifications MeSH