Özlem ÖZER, Çiğdem GÜN, Kerime ÖĞÜT DÜZEN

Duygusal Zeka İletişim Becerilerini Etkiler mi? Hemşirelik Öğrencilerinde Bir Uygulama

Amaç: Bu çalışmanın amacı duygusal zekanın iletişim becerileri üzerindeki etkisini incelemektir. Yöntem: Araştırmanın uygulama kısmı Türkiye’de bir devlet üniversitesinde eğitim gören hemşirelik bölümü öğrencileri üzerinde yürütülmüş ve 323 kişiden elde edilen veriler değerlendirilmiştir. Çalışmada anket yöntemi kullanılmıştır. Çalışmada, öğrencilerin duygusal zeka düzeylerini ölçmek için “Duygusal Zeka Ölçeği” kullanılırken; iletişim becerilerini ölçmek için “İletişim Becerileri Ölçeği” kullanılmıştır. Verilerin analizinde ise tanımlayıcı analizler, güvenilirlik, korelasyon ve çoklu regresyon analizleri kullanılmıştır. Bulgular: Yapılan analizler sonucunda duygusal zekanın alt boyutları ile iletişim becerisi arasındaki korelasyonlar olumlu yönde ve orta düzeydedir. Duygusal zekâ algısı alt boyutları iletişim becerisi üzerindeki toplam varyansın %44.5’ini açıklamaktadır. Regresyon modelinde, t-testi sonuçları incelendiğinde, katılımcıların kendi duygularını değerlendirme, başkalarının duygularını değerlendirme, duyguları kullanma ve duyguları yönetme düzeylerinin yükselmesi iletişim becerileri algılarını istatistiksel olarak artırmaktadır. Yordayıcı değişkenlerin iletişim becerisi üzerindeki önem sırası, başkalarının duygularını değerlendirme, duyguları kullanma, kendi duygularını değerlendirme ve duyguları yönetme şeklindedir. Sonuç: Bu çalışmada hemşirelik öğrencilerinde duygusal zekanın iletişim becerileri üzerinde etkisi olduğu belirlenmiştir. Duygusal zeka ve iletişim becerileri konuları ile ilgili olarak hemşirelik bölümü öğrencilerine yönelik eğitim programlarının oluşturulması önerilmektedir.

DOES EMOTIONAL INTELLIGENCE AFFECT COMMUNICATION SKILLS? AN APPLICATION ON NURSING STUDENTS

Aim: The aim of this study is to examine the effect of emotional intelligence on communication skills.Methods: The implementation part of this study has been carried out with the students of nursingdepartment who receive education at a public university. The data collected from 323 students analyzed. As datacollection technique, survey was used. While the “Emotional Intelligence Scale” was used to measure the students’emotional intelligence levels; “Communication Skills Scale” was used to measure communication skills. In theanalyses of data descriptive, reliability, correlation and multiple regression analyses were used.Results: As a result of the analyses which have been carried out, correlations between subdimensions ofemotional intelligence and communication skills were positive and medium level. Moreover, subdimensions ofemotional intelligence perception explained 44.5% of the total variance on communication skills. On theregression model, when t-test results were analyzed, increase in the levels of participants’ self-emotion appraisal,other’s emotion appraisal, and use of emotion and regulation of emotion increase perception of communicationskills statistically. The relative order of significance of predictive variables on the level of communication skillswere other’s emotional appraisal, use of emotions, self-emotion appraisal and regulation of emotions.Conclusion: This study is determined the effect of emotional intelligence on communication skills amongnursing students. Designing education programs is recommended in respect of emotional intelligence andcommunication skills topic for nursing department students.

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