Emotional intelligence and clinical performance across practice areas: Implications for health professions educators and practitioners

Abstract

Objective: The evaluation of student clinical competencies is multifactorial, with emotional intelligence (EI) considered as an essential component for success. Currently there is a lack of knowledge on whether distinct EI competencies are related to specific practice areas. This study purpose was to explore the relationship between supervisor’s perception of student EI and clinical performance across practice areas. Methods: This cross-sectional study utilized a sample of convenience to gather data from 52 full-time occupational therapy students and their respective supervisors at the completion of their clinical rotations. The Fieldwork Performance Evaluation (FWPE) and The Emotional and Social Competency Inventory-University version (ESCI-U) were used. A Pearson’s correlation coefficient analysis was used to explore the associations between EI competencies and clinical performance. Results: Higher EI scores were associated with higher scores on clinical performance during physical disability rotations. Findings show EI competencies of conflict management and self and organizational awareness to be associated with student ability to use clinical reasoning to deliver client-centered occupation-based goals, including proficiency of technical skills in a physical disabilities practice area. Conclusion: Findings provide additional support and suggestions for the context related role of EI in health profession clinical education.