Emotional intelligence and undergraduate nursing students in clinical settings: A concept analysis

Aim The purpose of this analysis is to clarify the concept of emotional intelligence relating to undergraduate nursing students in clinical settings using the Walker and Avant eight-step method. Design The Walker and Avant approach was used to explore the attributes, antecedents, consequences, and empirical referents of emotional intelligence among undergraduate nursing students in clinical environments. Method Walker and Avant's concept analysis method guided the analysis of emotional intelligence in the context of undergraduate nursing students in clinical environments. Results Analysis of the concept of undergraduate nursing students' emotional intelligence revealed four defining attributes: self-awareness, self-management, social awareness, and social management. Antecedents include cognitive ability, motivation, and empathy. Consequences are enhanced critical thinking, resilience, and improved clinical communication skills. Conclusion Emotional intelligence is essential for nurses to provide high-quality patient care. Nursing students who develop this ability to its fullest become nurses who can effectively navigate and manage the growing complexities of modern healthcare environments, facilitating optimal patient outcomes. Implications for the profession Learning activities that develop emotional intelligence are crucial to enhancing nursing education, and clarifying the concept promotes consistent use of the term across studies, enabling rigorous comparisons of research findings on this attribute among undergraduate nursing students.