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The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-licensure Baccalaureate Programs in New York State.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-licensure Baccalaureate Programs in New York State./
Author:	Mosca, Caroline Kathrin.
Description:	1 online resource (130 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: B.
Contained By:	Dissertation Abstracts International78-07B(E).
Subject:	Nursing. -
Online resource:	click for full text (PQDT)
ISBN:	9781369563245

The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-licensure Baccalaureate Programs in New York State.
Mosca, Caroline Kathrin.

The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-licensure Baccalaureate Programs in New York State. - 1 online resource (130 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

It is important to evaluate the Clinical Teaching Effectiveness (CTE) of nurse faculty because clinical teaching is one of the most effective pedagogies in nursing education (Billings & Halstead, 2012). However, clinical faculty must be able to manage effectively the stressors of the clinical setting, where lessons can be unpredictable and the environment is often laden with intense emotion (Gerolamo & Roemer, 2011; Ondrejka, 2013; Roberts, Chrisman, & Flowers, 2013). Emotional Intelligence (EI) may facilitate CTE because higher EI has been associated with improved management of stress in both nursing and the general workplace (Goleman, 1995; Gorgens-Ekermans & Brand, 2012; Karimi, Leggat, Donohue, & Cooper, 2014). EI modulates the stress response and may enhance faculty's ability to teach in the clinical setting (Ondrejka, 2013). However, to date, only one study has investigated the relationship between EI and CTE in nursing faculty, and this study was limited to a small sample at one institution (Allen, Ploeg, & Kaasalainen (2012). The present study investigated the relationship between EI and CTE from a stratified sample of clinical nursing faculty at baccalaureate institutions in New York State. Results from this study may be used to enhance the understanding of the role EI plays in CTE and can, in turn, be used for future faculty development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369563245Subjects--Topical Terms:

563081
Nursing.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-licensure Baccalaureate Programs in New York State.
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504 $a Includes bibliographical references
520 $a It is important to evaluate the Clinical Teaching Effectiveness (CTE) of nurse faculty because clinical teaching is one of the most effective pedagogies in nursing education (Billings & Halstead, 2012). However, clinical faculty must be able to manage effectively the stressors of the clinical setting, where lessons can be unpredictable and the environment is often laden with intense emotion (Gerolamo & Roemer, 2011; Ondrejka, 2013; Roberts, Chrisman, & Flowers, 2013). Emotional Intelligence (EI) may facilitate CTE because higher EI has been associated with improved management of stress in both nursing and the general workplace (Goleman, 1995; Gorgens-Ekermans & Brand, 2012; Karimi, Leggat, Donohue, & Cooper, 2014). EI modulates the stress response and may enhance faculty's ability to teach in the clinical setting (Ondrejka, 2013). However, to date, only one study has investigated the relationship between EI and CTE in nursing faculty, and this study was limited to a small sample at one institution (Allen, Ploeg, & Kaasalainen (2012). The present study investigated the relationship between EI and CTE from a stratified sample of clinical nursing faculty at baccalaureate institutions in New York State. Results from this study may be used to enhance the understanding of the role EI plays in CTE and can, in turn, be used for future faculty development.
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