Abstract
The aim of this study was to understand if emotional intelligence was predictive of critical thinking in practical nursing students enrolled in a practical nursing program. The literature shows that nursing students' emotional intelligence and critical thinking directly affect student success; however, there is limited research focused on emotional intelligence and its predictability of critical thinking in practical nursing students enrolled in a practical nursing program. This quantitative, predictive study was designed to fill the gap in the literature on the relationship between emotional intelligence and critical thinking in nursing students enrolled in practical nursing programs.
Sigma Membership
Kappa Phi at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Emotional Intelligence, Critical Thinking, Nursing Students, Nursing Education
Advisor
Suzette Collins
Second Advisor
Amy Benton
Third Advisor
Carla Lane
Degree
PhD
Degree Grantor
Capella University
Degree Year
2023
Recommended Citation
Knaack, Jennifer L., "Emotional intelligence and critical thinking in practical nursing students: A quantitative study" (2024). Dissertations. 1298.
https://www.sigmarepository.org/dissertations/1298
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-06-27
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30640678; ProQuest document ID: 2867981410. The author still retains copyright.