Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
Preparing students for a successful career should be the goal of any healthcare educational program. However, traditional approaches in healthcare education are primarily focused on the technical components and neglect the competencies needed to navigate the emotional labor associated with clinical practice. With increased stress and demands related to emotional labor, as evident in recent events such as the COVID-19 pandemic, healthcare professionals are likely to encounter adverse events and emotionally challenging situations. The purpose of this quantitative, cross-sectional study was to explore the relationship among resilience, emotional intelligence (EI), and age in students enrolled in healthcare programs. Convenience sampling was used to recruit participants by posting the survey link within healthcare courses at one mid-sized southeastern public university in the United States. A total of 199 participants completed the online survey. The survey included five demographic questions, the Schutte Self Report Emotional Intelligence Test, and the Brief Resilience Scale. A multiple linear regression model was conducted to examine the relationship between age, EI, and resilience. The independent variables were age and EI. The dependent variable was resilience. The sample consisted of 178 women (89.3%) and 21 men (10.7%). The study findings were statistically significant, suggesting that collectively there was a significant predictive relationship among EI, age, and resilience. This understanding may help educators develop collaborative interventions that develop EI to influence positive retention and clinical experiences for healthcare students that translate to their careers in the healthcare industry.
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McGuire, Cindy Lee, "Preparing Future Healthcare Professionals: The Relationship Between Resilience, Emotional Intelligence, and Age" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 372.