Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Emotional quotient, nursing students

Abstract

This study measured the emotional quotient (EQ) of nursing students at De La Salle Medical and Health Sciences Institute (DLSMHSI), aimed to illustrate the profile of the respondents based on year level, sex, personality type, religion, and household income (demographics), determined the overall EQ of nursing students in DLSMHSI, and assessed if significant differences existed in EQ scores when students were grouped according to the demographic factors. A quantitative, descriptive design was used. The study employed a modified and adopted Schutte Self-Report Emotional Intelligence Test (SSEIT), grounded in Mayer and Salovey's Four-Branch Model of Emotional Intelligence (perceiving, using, understanding, and managing emotions), to measure EQ. Statistical analysis explored potential correlations between EQ scores and demographic factors. The findings revealed that most nursing students had low average 108 (32.2%) and high average 106 (31.6%) emotional quotients. In the domain of emotional quotient, perceiving emotions ranked the highest with a total of 929 responses for Likert scale rating 4 (Strongly agree) and emotional facilitation of thinking ranked the lowest with a total of 591 responses for Likert scale rating 4 (Strongly agree). The demographics of the students significantly affected their emotional quotient, specifically, gender (p-value = 0.002) and personality types (p-value < 0.001). The study found no significant differences when the emotional quotient of nursing students was compared according to year level (p-value .970), income (p-value .529), and religion (p-value .0.948). The emotional quotient of nursing students at DLSMHSI was mostly low and high average and was significantly different when they were grouped according to sex and personality type. With the low average score being the most prevalent, this was a key finding since emotional quotient is essential in patient care. A nursing student who had a lower EQ might find it more difficult to make emotionally sound judgments and may find it more difficult to establish and uphold a supportive, safe, and sympathetic environment for patients. Understanding patient requirements, controlling one's own emotions under pressure, and making quick yet kind professional decisions were all impacted by an emotional quotient. With the decrease of adequate emotional awareness and regulation, students could become challenged with maintaining therapeutic relationships, reacting appropriately to patient distress, or addressing sensitive situations with empathy and composure. Therefore, the quality of care and overall patient safety could have been compromised.

First Advisor

Leon L. Fojas, RN, MAN, PhD

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