The Effect of Emotional Intelligence, Caring Efficacy, and Social Support on Clinical Competency of Nursing Students

The purpose of this study was to determine the effects of emotional intelligence, caring efficacy, and social support on the clinical competency of Korean nursing students.

We conducted a descriptive correlational study from 5th March to 10th June 10, 2020, among 257 nursing students in 3rd and 4th years who participated in clinical practice at four universities in two cities. We collected the data using a self-structured questionnaire that included 129 items from the Wong and Law Emotional Intelligence Scale (WLEIS), the General Self-efficacy (GSE) scale, and scales on social support and clinical competency. We analyzed the data using frequency analysis, t-test, ANOVA, Scheffe test, Pearson correlation coefficient, and stepwise multiple regression analysis.

The majority of the students, i.e., 80.2%, were female, 57.6% were in their 3rd year, and the students’ average age ranged from 22.91 to 4.75. The participants’ clinical competency was linked to their emotional intelligence (r =.457; p<.001), their ability to care for others (r =.516; p<.001), and their social support (r =.515; p^.001). There was a statistically significant difference in clinical competency based on the participants’ religion, academic performance, and satisfaction with their major and clinical practice. Factors, such as care efficacy, social support, emotional intelligence, religion, and significant satisfaction, influenced clinical competency.

Overall, 39.3% of the participants demonstrated clinical competency. The results have highlighted the need for the development of an effective educational program that can enhance emotional intelligence, care efficacy, social support, and major satisfaction, thereby promoting the clinical competency of nursing students.