PURPOSE: The purpose of this study was to identify the effects of social support and emotional intelligence in the relationship between emotional labor and burnout among clinical nurses. METHODS: The sample for this study consisted of 382 nurses from four hospitals located in Seoul or Gyunggi Province. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, ANOVA, Scheffe test, Pearson Correlation, Hierarchical Multiple Regression, and Path Analysis. RESULTS: It was found that: (a) emotional labor had a positive effect on burnout, while social support and emotional intelligence had negative effects on burnout; (b) social support and emotional intelligence moderated the relationship between emotional labor and burnout, and (c) social support mediated the relationship between emotional labor and burnout, whereas emotional intelligence did not. CONCLUSION: The results of the study indicate that high levels of support had a buffering effect and mitigated the negative effects of the emotional labor on burnout. Therefore, strategies to enhance social support for nurses are needed and further research needs to be done to refine this study.
Emotional Intelligence

PURPOSE: The purpose of this study was to investigate the effects of emotional labor, emotional intelligence and social support on job stress in clinical nurses. METHODS: Participants were 123 clinical nurses and data were collected from October to December, 2011 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression with SPSS 18.0. RESULTS: A positive correlation was found between job stress and emotional labor. Emotional labor showed a significant negative correlation with emotional intelligence and social support, whereas a positive correlation was found between emotional intelligence and social support. The strongest predictor of job stress was emotional labor. In addition, institution satisfaction (dissatisfaction) and the reason for selecting the job (opportunities for service) accounted for 21% of variance in job stress. CONCLUSION: The results of this study suggest that it is important to manage emotional labor as well as to improve job satisfaction in order to reduce job stress in clinical nurses.
Emotional Intelligence ; Job Satisfaction

Educators must be able to conscientiously assess their learners' readiness for online learning to achieve an effective and relevant delivery of education. Studies suggest that the extent of emotional intelligence contributes to the readiness for online learning of nursing students. Also, emotional intelligence can be a preventative factor in traversing the path to online learning during the global health crisis. The aim of the study is to assess nursing students' readiness for online learning and emotional intelligence. In addition, it seeks to identify the association between readiness in online learning and emotional intelligence. The study utilized a descriptive-quantitative survey method, including 174 nursing students from a selected local university offering nursing program in the National Capital Region. The data gathering was conducted during the 24th to 27th of March 2020 or during the 2nd week of Enhanced Community Quarantine (ECQ). The study adapted and modified the emotional intelligence scale by Hyde et al. (2002) and the Tool for Online Learning Success (TOOLS) by Kerr et al. (2006). The tools were pre-tested with reliability test results of 0.949 and 0.892, respectively, showing acceptable reliability. Then, data was gathered using an online gathering instrument and statistically analyzed using SPSS Version 24. The findings of the study suggest that nursing students are highly mindful of their academic skills (m=3.870) and independent learning (m=3.767). For the EI of the participants, based on the ten domains, the high scores are on emotional stability (m=4.929), self-development (m=4.989), and integrity (m=4.198). In addition, there was a significant relationship between emotional intelligence and readiness for online learning of nursing students, specifically on computer skills (r=0.318; p<0.001), academic knowledge (r=0.675; p<0.001), and independent learning (r=0.750; p<0.001). Assessing the emotional intelligence of nursing students and their readiness for online learning gives the academic institution an overview of the feelings, emotions, and capabilities of students. It creates a guide for any actions which involve the students.
Emotional Intelligence ; Students, Nursing

PURPOSE: The purpose of this study was to identify the effects of emotional labor on burnout in nurses focusing the moderating effects of social intelligence and emotional intelligence. METHODS: Data were collected in March 2015 by self administered questionnaires among 392 nurses in eight hospitals located in Busan, Gyeongsangnam-do. Data were analyzed by stepwise multiple regression, hierarchical multiple regression. RESULTS: Study results shown (a) emotional labor showed a positive correlation on burnout, while social intelligence and emotional intelligence showed a negative correlation on burnout, (b) emotional labor was the most influential variable on burnout, (c) social intelligence had a negative moderating effect the relationship between emotional labor and burnout, (d) emotional intelligence had a positive moderating effect the relationship between emotional labor and burnout. CONCLUSION: The result of the study indicate that emotional labor of nurses is positively correlated with burnout and emotional labor is to give the greatest effect on burnout, social intelligence and emotional intelligence had a moderating effects the relationship between emotional labor and burnout.
Busan ; Emotional Intelligence* ; Gyeongsangnam-do

PURPOSE: The aim of this study was to analyze relationships between perfectionism, burnout, and emotional intelligence in APN and to identify the mediating effect of emotional intelligence on the relationship between perfectionism and burnout. METHODS: A structured self-report questionnaire was used to measure perfectionism, burnout, and emotional intelligence. Data were collected from 121 APN working in five advanced general hospitals and two general hospitals. Data were analyzed using descriptive statistics, Independent t-test, One-way ANOVA, Mann-Whitney U test, Pearson correlation and Hierarchical multiple regression with the SPSS/WIN 22.0 program. RESULTS: Mean scores for each variable were: perfectionism 3.57 (on a 5-point scale), burnout 3.32 (on a 7-point scale), and emotional intelligence 5.00 (on a 7-point scale). Self-oriented perfectionism had a positive correlation with burnout, as did socially prescribed perfectionism. Emotional intelligence was a significant variable reducing burnout, as it also had a reverse buffering effect on the relationship between self-oriented perfectionism and burnout. Explanatory power of the final model based on variables was 34%. CONCLUSION: The results of this study suggest a mediating direction regarding burnout by demonstrating that emotional intelligence plays a direct and reverse buffering role to self-oriented perfectionism, which can be used to reduce burnout in APN.
Emotional Intelligence* ; Hospitals, General ; Negotiating*

No abstract available.
Emotional Intelligence ; Humans ; Students, Medical

PURPOSE: The purpose of this study was to identify the relationships between emotional intelligence, organizational citizenship behavior, organizational commitment and organizational performance of clinical nurses in Korea. METHODS: The participants were 453 nurses, working in three general hospitals in Seoul, and data were collected from December 15, 2012 to February 2, 2013. Data were analyzed using PASW (SPSS ver. 20.0) and SPSS/WIN 19.0 (SPSS INC, Chicago, IL, USA), and AMOS ver. 20.0. RESULTS: The results were as follows: organizational performance is positively influenced by emotional intelligence. Organizational citizenship behavior is positively influenced by emotional intelligence, organizational commitment is positively influenced by organizational citizenship behavior, and organizational performance is positively influenced by organizational commitment. CONCLUSION: The results of this study demonstrate and help in understanding the relationship between the research concepts and the direction of nursing organizations. We recommend that various educational programs should be developed to improve clinical nurses' emotional intelligence.
Emotional Intelligence* ; Hospitals, General ; Korea ; Nursing ; Seoul

PURPOSE: The purpose of this study was to identify the roles of empowerment and emotional intelligence in the relationship between job embeddedness and turnover intension among general hospital nurses. METHODS: The sample for this study consisted of 224 nurses from four general hospitals of less than 500 beds located in Seoul and Gyunggi Province. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, ANOVA, Scheffe test, Pearson Correlation and Hierarchical Multiple Regression. RESULTS: It was found that: (a) Job embeddedness and emotional intelligence had negative effects on turnover intension; (b) Emotional intelligence moderated the relationship between job embeddedness and turnover intension, but empowerment did not. CONCLUSION: Findings indicate a need to reduce the degree of turnover by enhancing job embeddedness among general hospital nurses. Further research needs to be done to refine this study.
Emotional Intelligence* ; Hospitals, General* ; Power (Psychology)* ; Seoul

PURPOSE: The purpose of this study was to investigate the effects of self-esteem, emotional intelligence and social support on college adjustment in first year students in nursing. METHODS: The participants were 270 first year nursing college students. Data were collected from September 5 to 12, 2011 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression with SPSS 18.0. RESULTS: A positive correlation was found between college adjustment and self-esteem as well as emotional intelligence. The strongest predictor of college adjustment was satisfaction with nursing as a major. In addition, self-esteem, emotional intelligence, age, club membership, frequency of contact with faculty, and satisfaction with school life accounted for 57% of variance in college adjustment. CONCLUSION: The results of this study suggest that programs promoting satisfaction with nursing major and appropriate counseling and academic guidance for nursing students are important for college adjustment in college nursing students.
Counseling ; Emotional Intelligence ; Humans ; Students, Nursing

OBJECTIVE: Emotional intelligence (EI) is regarded an important factor related to psychiatric disorder. Most of previous studies of EI and depression only dealt with EI in present of depressive symptoms. Our study investigated EI both before and after remission of depression and to identify which component of EI is changeable by depression condition. METHODS: EI was evaluated for 23 depression patients and 44 normal control participants. Adult Emotional Quotient Test (AEQT) was used as subjective EI measure and Emotional Literacy Test (ELT) was used as objective EI measure to both groups. RESULTS: During the initial evaluation of the subjective EI, patient group reported significantly lower scores than control group on all AEQT sub-domains except ‘empathy’. However, group difference on ‘utilization’ disappeared after the remission evaluation. There was no significant difference within the objective EI measure. CONCLUSION: According to the result of the study, EI could be sub-divided into trait-dependent EI and state-dependent EI. Further implication, strength and limitation were discussed.
Adult ; Depression ; Emotional Intelligence* ; Humans ; Literacy