Year of Award
Doctor of Education (EdD)
Department or School/College
College of Education and Human Sciences
Rita E. Cheek, Daniel Lee, William McCaw, Frances L. O’Reilly
emotional intelligence, nursing education
University of Montana
The purpose of this research study was to examine the difference between three levels of nursing students (sophomore, junior, senior) and their assessed emotional intelligence (EI) scores. A quantitative, quasi-experimental study was conducted with a population of nursing students from five separate campuses at Montana State University, and a control group of education students at the University of Montana. The following research question was explored in this study: What difference, if any, does nursing education have on the emotional intelligence scores of sophomore, junior, and senior Bachelor of Science in Nursing (BSN) students? Students voluntarily completed the online EQ-i 2.0 assessment resulting in composite standard scores with a mean of 100 and a standard deviation of 15 calculated for the total, scale and subscale EI scores. Mean total standard EI scores were 103.59 (nursing students, n = 51) and 94.43 (education students, n = 7). A one-way analysis of variance (ANOVA), analysis of covariance (ANCOVA), and correlational statistical analyses were conducted. No statistically significant difference was found between the sophomore, junior, and senior students and their assessed EI scores. However, further analysis showed that a moderately strong positive correlation existed between participants’ ages and EI scores: (r = .34, n = 51, p =. 02) with R2 = 0.11.
Rappold, Sally McHugh, "THE EFFECT OF NURSING EDUCATION ON EMOTIONAL INTELLIGENCE SCORES" (2017). Graduate Student Theses, Dissertations, & Professional Papers. 11114.
© Copyright 2017 Sally McHugh Rappold