This analysis compares emotional intelligence and burnout levels in traditional and accelerated baccalaureate nursing students, suggesting curriculum improvements.
This study aims to validate a clinical language-centric self-assessment of emotional intelligence (EI) and burnout, examining the differences in EI and burnout subscales between accelerated baccalaureate nursing students (ABSN) and traditional baccalaureate nursing students (TBSN). Findings will inform curricular changes to support EI development. Junior-level TBSN (n = 172) and first-semester ABSN (n = 72) students completed the Maslach Burnout Inventory (MBI) and the Scale for Emotional Functioning in Medicine (SEF: MED). Demographic data also were analyzed. The independent-samples Mann-Whitney U test was used to compare the two groups. Significant differences were found in two subscales: emotional exhaustion (MBI) and emotional management (SEF: MED), indicating varied EI and burnout experiences between the groups. Understanding differences in EI and burnout perceptions among nursing students will enable faculty to design curricular changes that can enhance EI and reduce burnout in future nurses.
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Bailey et al. (2025) studied this question.
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