Preventive Care in Nursing and Midwifery Journal
Volume 16, Issue 3 (7-2026)
Prev Care Nurs Midwifery J 2026, 16(3): 0-0 |
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Ethics code: IR.BPUMS.REC.1402.101
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Azemian A, Ebneroomi S, Jafari N, Mokhtari Zanjani M. Comparison of Emotional Intelligence Between Medical and Nursing Students During Clinical Training at Bushehr University of Medical Sciences. Prev Care Nurs Midwifery J 2026; 16 (3)
URL: http://nmcjournal.zums.ac.ir/article-1-1043-en.html
URL: http://nmcjournal.zums.ac.ir/article-1-1043-en.html
Department of Midwifery, Faculty of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran. , mokhtari@zums.ac.ir
Abstract: (44 Views)
Background: Emotional intelligence (EI) plays a pivotal role in clinical education by enhancing learners’ adaptation to the clinical setting, improving communication and interpersonal interactions, and ultimately contributing to successful learning outcomes in clinical practice.
Objectives: The objective of this study was to compare EI levels between medical and nursing students in the clinical training phase of their education.
Methods: This descriptive cross-sectional study was conducted in the first semester of the 1402–1403 academic year at Bushehr University of Medical Sciences. The study population included 87 students undergoing clinical training, comprising 59 medical students and 28 nursing students, who were selected by census sampling. Data were collected using the Crowne EI Questionnaire, a 25-item instrument that assesses five domains. Items were scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The total score of the questionnaire ranges from 25 to 125. Data analysis was performed using SPSS version 20.
Results: The mean EI score was 87.9 (14.57) among medical students and 81.02 (8.36) among nursing students. A statistically significant difference was found in overall EI between the two groups (t = 2.18, p = 0.03, d = 0.53). Moreover, demographic variables showed no significant association with EI scores in either group.
Conclusion: Although both groups showed relatively good EI levels, targeted interventions are needed to maintain and enhance EI. These findings may inform curriculum revisions and support the integration of structured EI training into undergraduate programs.
Objectives: The objective of this study was to compare EI levels between medical and nursing students in the clinical training phase of their education.
Methods: This descriptive cross-sectional study was conducted in the first semester of the 1402–1403 academic year at Bushehr University of Medical Sciences. The study population included 87 students undergoing clinical training, comprising 59 medical students and 28 nursing students, who were selected by census sampling. Data were collected using the Crowne EI Questionnaire, a 25-item instrument that assesses five domains. Items were scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The total score of the questionnaire ranges from 25 to 125. Data analysis was performed using SPSS version 20.
Results: The mean EI score was 87.9 (14.57) among medical students and 81.02 (8.36) among nursing students. A statistically significant difference was found in overall EI between the two groups (t = 2.18, p = 0.03, d = 0.53). Moreover, demographic variables showed no significant association with EI scores in either group.
Conclusion: Although both groups showed relatively good EI levels, targeted interventions are needed to maintain and enhance EI. These findings may inform curriculum revisions and support the integration of structured EI training into undergraduate programs.
Type of Study: Orginal research |
Subject:
Multidisciplinary
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