Hemşirelik öğrencilerinin duygusal zeka düzeyleri ve etkileyen faktörler
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Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Amaç: Bu araştırma, hemşirelik bölümü öğrencilerinin duygusal zeka düzeyleri ile sosyodemografik özelliklerinin karşılaştırılması amacıyla yapıldı. Yöntem: Araştırma tanımlayıcı tiptedir. Araştırmanın evrenini, Doğu Akdeniz Bölgesi’ndeki bir ilimizde bulunan devlet üniversitesine bağlı sağlık yüksekokulunda 2011-2012 yılında 1, 2, 3 ve 4. sınıfta eğitim gören 225 öğrenci, örneklemi ise araştırmaya katılmayı kabul eden 158 öğrenci oluşturdu. Veriler, Kişisel Bilgi Formu ve Duygusal Zeka Ölçeği uygulanarak toplandı. Verilerin değerlendirmesinde frekans, yüzde, t testi, tek yönlü ANOVA ve Tukey HSD testi kullanıldı. Bulgular: Öğrencilerin Duygusal Zeka Ölçeği toplam puanı 85.41±7.87, alt ölçek puanları; duygulardan faydalanma 16.17±3.23, iyimserlik 42.89±6.24, duyguların ifadesi 26.34±5.06 olarak bulundu. Öğrencilerin duygusal zeka düzeylerinin, sosyodemografik özelliklerinden cinsiyet, gelir durumları ve anne eğitim düzeylerinden etkilendiği belirlendi. Sonuç: Araştırma sonucunda hemşirelik öğrencilerinin duygusal zeka puanları orta düzeyin altında bulundu. Duygusal zeka düzeylerini etkileyen faktörler dikkate alınarak eğitim programlarının oluşturulması önerilmektedir.
Objective: The study was conducted to determine the sociodemographic characteristics and emotional intelligence levels of nursing students in a public university in Turkey. Methods: This descriptive study comprised 225 first, second, third and fourth class students enrolled in the health school of a public university in the eastern Mediterranean region of Turkey during the 2011-12 academic year. And the sample included 158 students who agreed to participate in the study. Data was collected from a personal information form and emotional intelligence scale. Frequency, percentage, t test, One-Way ANOVA and Tukey’s HSD test were used to evaluate the data. Results: The students’ total emotional intelligence score was 85.41±7.87. Sub-scale scores included “taking advantage of emotions” (16.17±3.23), “optimism” (42.89±6.24), and “expression of emotions” (26.34±5.06). It was found that students’ emotional intelligence levels were affected by demographic variables, gender, income status, and the length of a mother’s education. Conclusion: As a result, the emotional intelligence levels of students were generally found to be below average in this study. Designing education programs that consider emotional intelligence and its influencing factors is recommended.
Objective: The study was conducted to determine the sociodemographic characteristics and emotional intelligence levels of nursing students in a public university in Turkey. Methods: This descriptive study comprised 225 first, second, third and fourth class students enrolled in the health school of a public university in the eastern Mediterranean region of Turkey during the 2011-12 academic year. And the sample included 158 students who agreed to participate in the study. Data was collected from a personal information form and emotional intelligence scale. Frequency, percentage, t test, One-Way ANOVA and Tukey’s HSD test were used to evaluate the data. Results: The students’ total emotional intelligence score was 85.41±7.87. Sub-scale scores included “taking advantage of emotions” (16.17±3.23), “optimism” (42.89±6.24), and “expression of emotions” (26.34±5.06). It was found that students’ emotional intelligence levels were affected by demographic variables, gender, income status, and the length of a mother’s education. Conclusion: As a result, the emotional intelligence levels of students were generally found to be below average in this study. Designing education programs that consider emotional intelligence and its influencing factors is recommended.
Description
Keywords
Eğitim, Eğitim Araştırmaları
Journal or Series
Hemşirelikte Eğitim ve Araştırma
WoS Q Value
Scopus Q Value
Volume
11
Issue
1
