Emotional Intelligence, Interpersonal Relationship and Team Dynamics among Nursing Students: Proposed Action Plan

Abstract

This study determined the relationships among emotional intelligence, interpersonal relationship, and team dynamics among nursing students and used the findings as the basis for a proposed action plan. A quantitative correlational design was employed with 232 second-, third-, and fourth-year nursing students of Systems Plus College Foundation selected through simple random sampling. Data were gathered using a four-part survey composed of a 50-item emotional-intelligence instrument based on Goleman’s model, a 32-item Functional Idiographic Assessment Template for interpersonal relationships, and a 42-item team-performance instrument. All multi-item scales demonstrated acceptable to excellent internal consistency (Cronbach’s α = .720–.960). Most respondents were 19–22 years old (74.1%), female (79.8%), and in the third year (47.0%). Emotional-intelligence means ranged from 2.88 to 3.19, with self-awareness receiving the highest subscale mean. Interpersonal-relationship means ranged from 2.35 to 3.34; listening ranked highest, whereas confronting ranked lowest. Team-dynamics means ranged from 3.11 to 3.38, led by interaction frequency. Pearson analysis showed positive relationships of emotional intelligence with interpersonal relationship (r = .465) and team dynamics (r = .818). Spearman analysis yielded corresponding coefficients of ρ = .333 and ρ = .693. The source tables did not report p-values, so the strength and direction of the associations are emphasized rather than independent significance testing. The findings indicate that emotional intelligence is more strongly associated with team functioning than with individual interpersonal relationship patterns. A six-area action plan was proposed to strengthen emotional regulation, communication, teamwork, constructive conflict management, emotional support, and continuing evaluation.