Korean J Adult Nurs.  2019 Aug;31(4):380-388. 10.7475/kjan.2019.31.4.380.

Emotional Intelligence, Problem Solving Ability, Self Efficacy, and Clinical Performance among Nursing Students: A Structural Equation Model

• Kim MS
• Sohn SK

• KMID: 2455720
• DOI: http://doi.org/10.7475/kjan.2019.31.4.380

Abstract

PURPOSE
This study aimed to construct and test the structural relationships between self efficacy and clinical performance among undergraduate nursing students. The model was based on Bandura's self efficacy theory and a review of previous studies. The hypothesized model included emotional intelligence as a personal factor, self efficacy as self efficacy beliefs, problem solving ability as a skill, and clinical performance as a performance.
METHODS
Data were collected from June 23 to August 11, 2014 using structured questionnaires. The study sample was 205 senior nursing students. Data were analyzed using SPSS/WIN 21.0 and AMOS 21.0 programs.
RESULTS
The hypothesized model was shown to be χ2=183.186 (dF=118), Goodness-of- Fit Index (GFI)=.91, Normed Fit Index (NFI)=.91, Comparative Fit Index (CFI)=.96, and Root Mean Squared Error of Approximation (RMSEA)=.05. Self efficacy (β=.29 p=.033) and problem solving ability (β=.42 p=.007) had a direct effect on the clinical performance. Furthermore, self efficacy had mediating effect on the relationship between emotional intelligence and clinical performance.
CONCLUSION
These findings provide that when developing nursing curriculum and intervention programs, self efficacy and problem solving ability should be considered as key factors facilitating the clinical performance of nursing students. Moreover, consideration should be given to the indirect effects of emotional intelligence subscales on clinical performance via self efficacy and problem solving ability.

MeSH Terms

Clinical Competence
Curriculum
Emotional Intelligence*
Humans
Negotiating
Nursing*
Problem Solving*
Self Efficacy
Students, Nursing*

Figure

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  Figure 1 Conceptual framework of this study.

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  Figure 2 Path diagram of the final model. SEA=self-emotional appraisal; OEA=others' emotional appraisal; UOE=use of emotion; ROE=regulation of emotion. *p<.050, **p<.005, ***p<.001.

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