The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-licensure Baccalaureate Programs in New York State.

摘要

It is important to evaluate the Clinical Teaching Effectiveness (CTE) of nurse faculty because clinical teaching is one of the most effective pedagogies in nursing education (Billings & Halstead, 2012). However, clinical faculty must be able to manage effectively the stressors of the clinical setting, where lessons can be unpredictable and the environment is often laden with intense emotion (Gerolamo & Roemer, 2011; Ondrejka, 2013; Roberts, Chrisman, & Flowers, 2013). Emotional Intelligence (EI) may facilitate CTE because higher EI has been associated with improved management of stress in both nursing and the general workplace (Goleman, 1995; Gorgens-Ekermans & Brand, 2012; Karimi, Leggat, Donohue, & Cooper, 2014). EI modulates the stress response and may enhance faculty's ability to teach in the clinical setting (Ondrejka, 2013). However, to date, only one study has investigated the relationship between EI and CTE in nursing faculty, and this study was limited to a small sample at one institution (Allen, Ploeg, & Kaasalainen (2012). The present study investigated the relationship between EI and CTE from a stratified sample of clinical nursing faculty at baccalaureate institutions in New York State. Results from this study may be used to enhance the understanding of the role EI plays in CTE and can, in turn, be used for future faculty development.