Other Titles
Emotional Intelligence and Burnout in Baccalaureate Nursing Students: A Comparative Study of ABSN and TBSN Students [Title Slide]
Abstract
The purpose of this research is to further validate a clinician language centric self-assessment of emotional intelligence and burnout to determine if there is a difference in the subscales that measure Emotional Intelligence between the accelerated baccalaureate student nurses (ABSN) and the traditional baccalaureate student nurses (BSN). Junior level traditional BSN students and first semester ABSN students were recruited and surveyed using the Maslach Burnout Inventory and the Scale of Emotional Functioning in Medicine. Demographic data was also compared between the two groups. Data was analyzed using Independent-Samples Mann-Whitney U Test. Results: The two groups of students were significantly different in two subsets: emotional exhaustion in the MBI and emotional management in the SEF: MED. It is imperative that nursing faculty understand a student’s self-perception of emotional intelligence so that curricular changes can be made to increase EI thus decreasing attrition.
Notes
Reference list included in attached slide deck.
Sigma Membership
Gamma Chi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Stress and Coping, Advocacy, Workforce, Leadership, Workforce Planning and Development, Emotional Intelligence, Burnout, Baccalaureate Nursing Students
Recommended Citation
Bailey, Carrie Ann; Beeler, Lynn; and Lewis, James, "Exploring Variations in Emotional Intelligence and Burnout Among Nursing Students" (2025). Biennial Convention (CONV). 120.
https://www.sigmarepository.org/convention/2025/presentations_2025/120
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-27
Exploring Variations in Emotional Intelligence and Burnout Among Nursing Students
Indianapolis, Indiana, USA
The purpose of this research is to further validate a clinician language centric self-assessment of emotional intelligence and burnout to determine if there is a difference in the subscales that measure Emotional Intelligence between the accelerated baccalaureate student nurses (ABSN) and the traditional baccalaureate student nurses (BSN). Junior level traditional BSN students and first semester ABSN students were recruited and surveyed using the Maslach Burnout Inventory and the Scale of Emotional Functioning in Medicine. Demographic data was also compared between the two groups. Data was analyzed using Independent-Samples Mann-Whitney U Test. Results: The two groups of students were significantly different in two subsets: emotional exhaustion in the MBI and emotional management in the SEF: MED. It is imperative that nursing faculty understand a student’s self-perception of emotional intelligence so that curricular changes can be made to increase EI thus decreasing attrition.
Description
Emotional Intelligence (EI) between the accelerated baccalaureate student nurses (ABSN) and the traditional baccalaureate student nurses (BSN). The two groups of students were significantly different in two subsets: emotional exhaustion in the MBI and emotional management in the SEF: MED. Conclusion: It is imperative that nursing faculty understand a student’s self-perception of emotional intelligence so that curricular changes can be made to increase EI thus decreasing attrition.