Date of Award
Open Access Thesis
Doctor of Nursing Practice (DNP)
Yale University School of Nursing
Nursing leaders are not equipped to meet the current challenges in healthcare landscapes (Sihvola et al., 2022). Significantly, 51.4% of novice nurse managers have the intent to leave within the next two years (Warden et al., 2021). Lack of traditional leadership development programs focused on emotional intelligence competency building, is one of the contributing factors (Spano-Szekely et al., 2016). Evidence shows that Emotional Intelligence (EI) associated with transformational leadership styles can influence job satisfaction and retention of NM & clinical staff (Frias et al., 2021). This DNP project developed and implemented an Emotional Intelligence (EI) Leadership Development Program, adapted from Goleman’s model (Goleman et al., 2017). The program curriculum is composed of the four EI Building blocks with case scenarios, in sequential 10-minute virtual modules accessed through a web-based platform. Participants’ Knowledge Acquisition (Z = -3.10, p = 0.002) and EI self- efficacy mean scores (Z=-5.33, p < 0.001) were analyzed using Wilcoxon Signed Rank test. Both scores for all the survey questions were significantly higher after implementing the education program compared to pre-intervention scores. Participants reported that this course improved their four pillars of emotional intelligence: Team Management (45%), Social Awareness (30%), Self Awareness (15%) and Self management (10%). This quality improvement project served to enhance the EI self-efficacy and knowledge of novice and emerging nurse leaders in a large urban healthcare system and state-wide professional organization. The long term goal was to first increase novice and emerging nurse leaders’, and subsequently clinical staff’s job satisfaction and intent to stay.
Garcesa-Duque, Josephine C. C., "Enhancing Self-Efficacy Of Novice And Emerging Nurse Leaders Through A Virtual Emotional Intelligence Education Program" (2023). Yale School of Nursing Digital Theses. 1151.
This Article is Open Access