ABSTRACT
Introduction: Professional self-concept and emotional intelligence are key determinants of clinical competence and professional development among nursing students, particularly during the internship period when they transition to independent clinical practice. This study aimed to investigate the relationship between professional self-concept and emotional intelligence among Final-Year Nursing Internship Students in Isfahan University of Medical Sciences
Method: This descriptive-correlational cross-sectional study was conducted in 2023 on 150 final-year nursing intern students at Isfahan University of Medical Sciences using a census (available sampling) method. Data were collected using a self-report questionnaire consisting of three sections: demographic characteristics, Kevin’s Nursing Self-Concept Questionnaire (36 items across 6 dimensions), and Schutte’s Emotional Intelligence Questionnaire (41 items across 3 dimensions). After data collection and coding, statistical analysis was performed using SPSS version 22. Descriptive statistics (mean, standard deviation, frequency) and inferential tests (Pearson correlation coefficient) were applied. A significance level of 0.05 and 95% confidence interval were considered.
Results: The mean age of participants was 21.8 ± 0.8 years, and the mean GPA was 16.21 ± 0.2. Most participants were female (63%), single (89%), and residents of Isfahan city (61%). The mean total score of professional self-concept was 173.76 ± 12.19, and the mean emotional intelligence score was 146.93 ± 9.68. Pearson correlation analysis showed a statistically significant positive relationship between professional self-concept and emotional intelligence among nursing intern students (r = 0.31, p = 0.05).
Conclusion: The findings indicate a significant positive relationship between professional self-concept and emotional intelligence among final-year nursing intern students. Strengthening professional self-concept during the internship period may contribute to improved emotional intelligence and clinical communication skills in nursing students and facilitate their adaptation to clinical practice environments.
Keywords: Professional self-concept; Emotional intelligence; Nursing intern students; Clinical education; Nursing education