Abstract:

The study was conducted as a identifying aim to determine the relationship between students’ opinions about their professions and emotional intelligence. The universe of the research was formed by 375 students studying in the Department of Nursing at the Faculty of Health Sciences. There was no selection of examples. Students who agreed to participate in the study formed a sample. The data collection tool was used as a "Indicative Form of Information" and "Shoutte Observed Emotional Intelligence Scale" that covered the socio-demographic characteristics and their opinions about the profession. The data was evaluated in the SPSS 20 package program. In the analysis of the data used frequency, percentage, Pearson Correlation, Mann Whitney, Kruskal Wallis H test. The student’s Emotional Intelligence Score total score is 145±18.2 (min=93, max=190). The low scale points were: Optimist (regulation of mood) 24.06±8.35, Evaluation of Emotions 20.50±6.20, Use of Emotions 18.50±7.00. The fourth class students had the highest scores for emotional intelligence (M = 154.62, SD = 12.32). There was a significant positive and strong relationship between the optimism scores of students who felt happy because they chose their nursing career (p<0.01, r=0.070). There was a meaningful but weak relationship between the optimistic conditions of students who recommended their career to someone else in a meaningful positive direction and the use of their emotions (p<0.01,r=0.64; p<0.01 r=0.022). The student’s emotional intelligence scale is a low average score. He concluded that students need to develop their emotional intelligence. It is believed that it will be useful to take new steps to develop emotional intelligence in the nursing curriculum and to add new courses in theoretical or practical direction.

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Abstract:

The study was carried out descriptively to determine the relationship between students’ thoughts about their profession and their emotional intelligence. The universe of the research was 375 students studying in the nursing department of the Faculty of Health Sciences. Sample selection was not made in the study. Students who agreed to participate in the study voluntarily formed the sample. “Introductory Information Form” and “Revised Schutte Emotional Intelligence Scale” covering socio-demographic characteristics and professional thoughts were used as data collection tools. The data were evaluated via SPSS 20 package program. Frequency, percentage, Pearson Correlation, Mann Whitney, Kruskal Wallis H test were used to analyze the data. Students’ Emotional Intelligence Scale total mean score is 145 ± 18.2 (min=93, max =190). Subscale scores; Optimistic (mood regulation) was found as 24.06 ± 8.35, Evaluation of Emotions as 20.50 ± 6.20, Use of Emotions as 18.50 ± 7.00. Fourth grade students had the highest scores for emotional intelligence (M= 154.62, SD = 12.32). A significant positive correlation was found between the optimism scores of the students who felt happy because they chose the nursing profession (p <0.01, r = 0.070). A positive but strong correlation was found between the optimism status of the students who suggested their profession to someone else, and a significant but weak relationship was found between the use of their emotions (p <0.01, r = 0.64; p <0.01 r = 0.022). Students’ emotional intelligence total score is low. The study suggests that students’ emotional intelligence needs to be improved. It is thought that it would be beneficial to take new steps to improve emotional intelligence in the nursing curriculum and to add new lessons for theoretical or practical practices.