I love my job. But if I were asked what the most challenging aspect of my role as a nursing faculty member is, I would point to the periodic salvo of stressful and annoying interactions with students and colleagues that dampens my productivity and makes me feel disrespected. Consider these scenarios: A student throws a tantrum over a randomly assigned exam seat; another disrupts a remote class by inciting peers in the chat box for bonus points mid-lecture; a faculty member walks out disrespectfully during a team-taught session; another frequently interrupts others mid-sentence; a faculty member flossing their teeth in the middle of a meeting; and a student watching a boxing match during class. During the pandemic, a New York Times article highlighted an increase in rudeness. This surge in incivility—both in academia and society—could be the overlooked consequence of the pandemic and a broader global challenge we all face. Or perhaps it reveals a deeper, more pervasive lack of emotional intelligence.
We don’t nurse by I.Q alone
The science of emotional intelligence (EI) was popularized by psychologist Daniel Goleman in the mid-1990s, through his influential book, Emotional Intelligence: Why It Can Matter More Than IQ. Goleman’s work built on earlier research by psychologists Peter Salovey and John D. Mayer, who initially coined the term “emotional intelligence” in a 1990 academic paper. Their research focused on how emotional skills can be just as important as traditional cognitive abilities in personal and professional success. In nursing, the renewed emphasis on EI is influenced by the association of higher nurse burnout and lower EI.
EI refers to the ability to recognize, understand, manage, and influence one’s own emotions and the emotions of others. This involves key skills such as emotional awareness, empathy, self-regulation, and relationship management —fundamental elements for a successful and fulfilling nursing career, as well as overall well-being. Individuals with high EI are more adept at managing stress, navigating social complexities, and making informed decisions.
However, EI remains insufficiently integrated into nursing education. This lack of curricular emphasis may reflect academia’s overemphasis on technical skills over relational competencies, such as marshaling positive emotions and basic civility, performing simple acts like enabling one’s video during remote meetings, practicing basic politeness, and truly listening. The American Association of Colleges of Nursing (AACN) recognized this gap by including EI as a core competency in the 2021 Essentials, within the domains of professional identity and communication.
Can EI be taught?
“Calm down” is a common imperative heard at a tense bedside, directed at patients, visitors, or even staff. On one occasion, I heard a patient anxiously responded with, “How?” leaving the nurse dumbfounded before walking away. In contrast, I witnessed a respiratory therapist calmly lock hands with a panic-stricken patient, softly saying, “Look at me. We’ll take deep breaths, slowly together.” This illustrates that social-emotional learning can indeed be taught, but it’s most effective when introduced early in life. Research indicates that EI positively predicts academic success. Although IQ scores may relate to cognitive abilities, it’s mastery and awareness of one’s emotional state that are most crucial for achieving success both professionally and personally. Perhaps the challenge with teaching college students is that they might come to us with an already well-established mindset. In academia, we frequently focus on imparting knowledge, but what truly matters in many life situations is knowing and managing the self. Maybe this is because teaching the care plan is much easier than shaping students to be conscientious caregivers.
We have the tools and technology to teach EI. I know of one nurse residency program that has incorporated a series of workshops on narrative medicine. The aim is to support the novice nurses’ narrative competency, to grasp the patient’s story and cultivate empathy and self-care. AI, when leveraged with the right prompts, can serve as a powerful tool to guide nurses through crucial conversations and refine their bedside manner (for those in academia, faculty meeting manners). Go ahead, ask ChatGPT: How should I behave in faculty meetings? Faculty development training in EI is sorely needed to enhance productivity and cultivate prosocial behaviors.
A literature review on EI and nursing education reported that students or healthcare professionals with high EI are more efficient, manage stress and emotions more effectively, enjoy better health, and foster stronger relationships with patients, families, and healthcare teams compared to those with lower EI. That’s reason enough to teach EI in every nursing course.
EI is learned and learnable at any point in life. In the past couple of semesters, I invited facilitators from New York University’s Listening Lab to conduct a brief but impactful interactive workshop on how to truly listen. We can re-learn how to make people feel heard and connected.
Aspiring to be emotionally intelligent
Academic work is inherently aspirational. I believe that anyone can possess the intellectual capacity to become a nurse, but it’s EI that distinguishes the truly exceptional ones. I want to imagine that nurses of influence inspire others to be emotionally intelligent. To paraphrase New York Times opinion writer Jennifer Finney Boylan, I recognize that I will inevitably encounter students and colleagues who lack EI, people who are mean, unkind, and uncivil. But I shall not lose faith and aspire to greater self-awareness that in treating others with EI, all of us have a shot at becoming a better person.
Fidelindo Lim, DNP, CCRN, FAAN is a Clinical Associate Professor at New York University Meyers College of Nursing
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Hi Dr. Fidel,
Another insightful piece. I have made some assumptions since embarking on my journey as a healthcare professional. First, that all those pursuing a career in the healthcare industry have some inherent degree of EI. And second, that EI (in one form or another) is integrated in the curricula of healthcare professional education. Unfortunately, and admittedly, I was mistaken. Some go into healthcare for non-caring intentions, seeing it only as a for-profit industry or a means of ‘working to live’ as opposed to ‘living to work.’ Additionally, despite the rise of vulnerability research as well as authentic and servant leadership, there are still many professionals…leaders who feel that having EI is of no benefit to the company, or is at least an inconsequential ‘skill’ that does not need to be developed to deliver positive results or drive success. This mindset needs to be tweaked a bit, and maybe, integrating it into the academic curricula is one potential avenue to address EI-deficient work and academic environments. Or perhaps, it goes deeper than that, and this EI deficit maybe the sequelae of being in the post-COVID-19 era filled with TikToks, Likes, immediate gratification, short attention spans, and heightened sense of self-importance. With this in mind, there are institutions (such as the ones I fortunately work for) that are aware of this EI deficit, and are actively making an effort to address it through onboarding/orientation courses and annual competencies. Merely a bandaid on a large abrasion that actuality needs to be cleansed and sutured, but still a righteous effort nonetheless.
Dear Al,
Thank you so much for reading and sharing your thoughts. Your insights and reflections are spot on and made me even ponder deeper into, as academics, how we can promote to social “good” in everyday nursing practice.
Best wishes on your exemplary efforts in shaping the future nurse practitioners!
Fidel
**To the Editors of American Nurse Journal,**
The article “Emotional intelligence: A neglected nursing competency” by Dr. Fidelindo Lim resonated deeply with me. The exploration of the critical role of emotional intelligence (EI) in nursing, beyond just technical skills, is both timely and essential. As the podcast emphasized, self-awareness and understanding one’s personality traits are crucial for nurses to find their ideal specialty and thrive in their careers. The article and podcast complement each other beautifully, highlighting the need to equip nurses with the tools to navigate the emotional complexities of the profession. The practical suggestions, such as narrative medicine and AI-driven communication training, offer innovative ways to cultivate EI in nursing education and practice. The emphasis on lifelong learning and self-reflection, as echoed in both resources, further underscores the dynamic nature of EI development.
The meta-analysis by Mattingly and Kraiger (2019) provides robust evidence supporting the trainability of EI, aligning perfectly with Dr. Lim’s call for increased focus on EI in nursing education. The study’s findings demonstrate that formal training interventions can lead to a moderate, positive increase in EI scores, regardless of the specific EI model used. The literature review by Dugué et al. (2021) further strengthens this argument by highlighting the numerous benefits of EI for nursing students, including improved stress management, enhanced communication skills, and better overall well-being. The convergence of these findings, along with the insights from the related articles on EI in various healthcare contexts, underscores the undeniable value of incorporating EI training into nursing curricula. The consistent positive association between EI and performance, health, social relationships, and the effectiveness of EI training programs across different healthcare professions further emphasizes the need to prioritize EI development in nursing education. The meta-analysis by MacCann et al. (2020) adds another layer to this discussion by demonstrating the positive impact of EI on academic performance, suggesting that EI training could benefit nursing students not only in their clinical practice but also in their academic pursuits. The findings related to the specific branches of EI and their differential impact on performance in various fields offer valuable insights for tailoring EI training programs to the specific needs of nursing students.
**Responding to “Can EI be taught?”**
Dr. Lim’s question, “Can EI be taught?”, is central to the discourse on EI in nursing. The evidence presented in the meta-analyses by Mattingly and Kraiger (2019) and MacCann et al. (2020), along with the literature review by Dugué et al. (2021), strongly suggests that EI can indeed be learned and improved through targeted interventions. This aligns with the podcast’s assertion that EI is a skill that can be developed and nurtured. The various studies cited in these resources highlight the positive outcomes of EI training programs in enhancing nurses’ emotional skills, stress management abilities, communication effectiveness, and overall well-being. The successful implementation of EI training programs in diverse healthcare settings further supports the notion that EI is not an innate trait but a learnable competency.
Thank you for fostering this important dialogue on EI in nursing. Let’s continue to champion its integration into nursing education and practice to empower nurses to provide compassionate, patient-centered care while maintaining their well-being. The evidence is clear: EI can be trained, and investing in its development is an investment in the future of nursing.
Sincerely,
Queshaun Sudbury, DNP, CCM, APRN
Psychiatric-Mental Health Nurse Practitioner
**References**
* Al-Faouri, I., Al-Ali, & Al-Shorman. (2014). The influence of emotional intelligence training on nurses’ job satisfaction among Jordanian nurses. *European Journal of Scientific Research*, 116(3), 409-421
* Dugué, M., Sirost, O., & Dosseville, F. (2021). A literature review of emotional intelligence and nursing education. *Nurse Education in Practice*, 54, 103124. [https://doi.org/10.1016/j.nepr.2021.103124](https://doi.org/10.1016/j.nepr.2021.103124)
* MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. *Psychological Bulletin*, 146(2), 150–186. [https://doi.org/10.1037/bul0000219](https://doi.org/10.1037/bul0000219)
* Mattingly, V., & Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. *Human Resource Management Review*, 29(2), 140–155. [https://doi.org/10.1016/j.hrmr.2018.03.002](https://doi.org/10.1016/j.hrmr.2018.03.002)
* Pierce, C., & Ramey, E.S. (Hosts). (2023, August 22). *Nursing Personality Traits: Thriving in Diverse Nursing Specialties* [Audio podcast]. Elite Learning by Colibri Healthcare. [https://riverside.fm/shared/exported-clip/f2f1a1daf813a6afb8ba](https://riverside.fm/shared/exported-clip/f2f1a1daf813a6afb8ba)
* Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. *Psychological Science in the Public Interest*, 13(2), 74–101. [https://doi.org/10.1177/1529100612436680](https://doi.org/10.1177/1529100612436680)
* Schutte, N. S., Malouff, J. M., & Thorsteinsson, E. B. (2013). Increasing emotional intelligence through training: Current status and future directions. *International Journal of Emotional Education*, 5(1), 56–72.
* Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. *Personality and Individual Differences*, 66, 61–66. [https://doi.org/10.1016/j.paid.2014.03.003](https://doi.org/10.1016/j.paid.2014.03.003)
Dear Dr. Sudbury,
I thank you for reading the essay and for your most eloquent and scholarly response/reflections. I shall use the references you provided in learning more about EI. I particularly like when you said: “The evidence is clear: EI can be trained, and investing in its development is an investment in the future of nursing.” I am an optimist and your insights encourages me to invest on my continued pursuits of EI.
More power to your nursing practice!
Sincerely,
Fidel