Gender differences in empathy, emotional intelligence and problem-solving ability among nursing students: A cross-sectional study

Empathy, emotional intelligence (EI) and problem-solving ability are three important characteristics that influence effective communication in clinical practice. Previous studies have not adequately explored the specific relationships between these three abilities and their gender differences among...

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Published in:Nurse education today 2023-01, Vol.120, p.105649-105649, Article 105649
Main Authors: Deng, Xianjiao, Chen, Shihao, Li, Xuting, Tan, Chuxia, Li, Wei, Zhong, Chenxi, Mei, Ranran, Ye, Man
Format: Article
Language:English
Subjects:
Cross-Sectional Studies
Emotional Intelligence
Empathy
Female
Gender differences
Humans
Male
Nursing students
Problem-solving ability
Students, Nursing - psychology
Surveys and Questionnaires
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Summary:Empathy, emotional intelligence (EI) and problem-solving ability are three important characteristics that influence effective communication in clinical practice. Previous studies have not adequately explored the specific relationships between these three abilities and their gender differences among nursing students. We sought to investigate the current state of emotional intelligence, empathy, and problem-solving ability in nursing students and to identify whether gender differences affect these three characteristics and how gender differences can be used to educate nurses on empathy. We conducted a cross-sectional survey. A total of 993 nursing students from two grade A tertiary hospitals in Hunan, China participated in this study. Data were collected using the Empathy of Clinical Nurse Scale (ENCS), Emotional Intelligence Scale of Clinical Junior Nurses (EIS) and Social Problem-Solving Inventory (SPSI). Data were analyzed using an independent samples t-test, Pearson correlation and hierarchical multiple linear regression. There was no significant difference in the ENCS and SPSI scores between male and female nursing students, but male nursing students had lower EIS scores (P 
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2022.105649