Saudi Cultural Missions Theses & Dissertations
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Item Restricted THE RELATIONSHIPS OF EMOTIONAL INTELLIGENCE, COPING STRATEGIES AND PERCEIVED STRESS AMONG SAUDI ARABIAN UNDERGRADUATE NURSING STUDENTS(ProQuest Dissertations & Theses, 2025-07-29) Almutairi, Abdulrahman S; Mary Baumberger-HenryAbstract Undergraduate nursing students face stress during their education due to demanding requirements that necessitate maintaining a positive demeanor while managing academic and emotional challenges. Literature on emotional intelligence underscores its positive outcomes, particularly regarding students employing adaptive coping styles and managing perceived stress. Yet, nursing education has not yet dedicated sufficient resources to foster emotional intelligence among students, despite recommendations from American Associations of Colleges of Nursing to incorporate emotional intelligence skills into nursing curricula. Additionally, there exists a gap in the literature on relationships between emotional intelligence, perceived stress, and coping strategies among undergraduate nursing students. Therefore, the purpose of the study was to explore the levels and relationship between emotional intelligence, perceived stress, and frequently used coping strategies among undergraduate nursing students. It also examined the mediating effect of emotional intelligence on the relationship between coping strategies and perceived stress. A convenience sample of 149 undergraduate nursing students from two public nursing schools in Saudi Arabia was used. Data were collected using the Perceived Stress Scale (PSS), the Coping Behavior Inventory (CBI), and the Wong and Law Emotional Intelligence Scale (WLEIS). A combination of Lazarus and Folkman (1984) Transactional Theory of Stress and Coping and Salovey and Mayers (1990) Ability Model of Emotional Intelligence guided this study. The study findings revealed a significant negative relationship between emotional intelligence and perceived stress, while no significant relationship was found between overall coping strategies and perceived stress. In addition, the results confirmed that emotional intelligence fully mediated the relationship between coping strategies and perceived stress. The findings of this study help fill a gap in nursing knowledge by providing a comprehensive understanding of the relationships between emotional intelligence, perceived stress, and coping strategies among undergraduate nursing students. Additionally, the findings offer valuable insights and a strong rationale for nursing education programs to integrate emotional intelligence training into the curriculum. The incorporation of emotional intelligence may support the evolution of nursing practice by equipping future nurses with competencies that help manage stress in both academic environments and clinical training. As the students in this study were engaged in clinical placements, these findings may have implications not only for their education but potentially for their future roles as registered nurses.21 0Item Restricted The Comparative Effectiveness of Different Training Programs to Develop Nursing Undergraduates' Emotional Intelligence Skills: A Quantitative Systematized Review(University of Glasgow, 2024) Alshammari, Reem; Rowat, AnneABSTRACT Background Emotional intelligence (EI), the ability to recognize and manage one's own and others' emotions, helps undergraduate nursing students face challenges. Therefore, it is recommended to teach it through programs based on Goleman's framework. Aim To compare the effectiveness of different training programs that impact the emotional intelligence of undergraduate nursing students with conventional nursing curricula. Methods A systematized review using PRISMA was conducted. Eligible quantitative studies, including RCTs and quasi-experimental studies, were included. Five databases were searched—Cochrane Library, CINAHL, EMBASE, PsycINFO, and MEDLINE—as well as grey literature (Google Scholar and Open Gray) for articles in English from 2001 to 2024. Joanna Briggs Institute (JBI) tools were used for quality appraisal, and a narrative synthesis summarized the results. Results A total of seven studies met the inclusion criteria: two RCTs and five quasi experimental studies. Programs, durations, and measurement tools were heterogeneous, and their quality ranged from moderate to high. Five studies, including the two RCTs, showed a statistically significant improvement on the emotional intelligence of undergraduate nursing students. Three of these studies IV followed Goleman's complete framework, which is recommended for nursing curricula. Conclusion Emotional intelligence programs based entirely on Goleman's framework might perform better than others; however, further research is needed. The results contribute to improving the design of programs by the Saudi National Centre for Mental Health Promotion. Additionally, the Accreditation Commission for Education in Nursing (ACEN) does not have guidelines for these programs due to their current nonexistence. This research can assist educational policymakers in incorporating the program into nursing curricula, as well as support nurses in their professional practice.11 0