Relationship between emotional intelligence and leadership coaching of nurses: a correlational studyAbstract
Objective To analyze the relationship between emotional intelligence and leadership coaching developed by nurses.
Methods This correlational, quantitative, and cross-sectional study was conducted in Brazil in a quaternary hospital with 94 nurses. The Brazilian version of Schutte’s Self-Report Test of Emotional Intelligence and the Questionnaire on Nurses’ Self-Perception in the Exercise of Leadership were used for collection. Correlation was analyzed using Spearman’s correlation coefficient; a 5% significance level was adopted.
Result The mean score obtained in the Self-Report of Emotional Intelligence was calculated for intelligence (133.4±12.3) and perception of leadership coaching practice (87.0±7.4). A significant, positive, and strong magnitude correlation was obtained between the total Emotional Intelligence score and all domains of Leadership Coaching.
Conclusion Total Emotional Intelligence scores have a strong relationship with the leadership coaching domains. Higher levels of Emotional Intelligence are associated with a greater ability of nurses to communicate, give, and receive feedback, empower, influence, and support the team to achieve better organizational results.
Keywords:
Emotional intelligence; Leadership; Mentoring; Nursing
Resumo
Objetivo Analisar a relação entre inteligência emocional e liderança coaching desenvolvida por enfermeiros.
Métodos Estudo correlacional, quantitativo e transversal realizado em um hospital quaternário no Brasil, com 94 enfermeiros. Para a coleta, foram utilizados: Versão brasileira do Teste de Autorrelato da Inteligência Emocional de Schutte e Questionário de Autopercepção do Enfermeiro no Exercício da Liderança. A correlação foi analisada por meio do coeficiente de correlação de Spearman, e o nível de significância adotado foi de 5%.
Resultado O Autorrelato da Inteligência Emocional evidenciou uma inteligência média (133,4 pontos ± 12,3) e a percepção da prática da liderança coaching alcançou média de 87,0 (± 7,4) pontos. Foi obtida correlação significante, positiva e de forte magnitude entre o escore total de Inteligência Emocional e todos os domínios da Liderança Coaching.
Conclusão Os escores totais da Inteligência Emocional possuem forte relação com os domínios da liderança coaching, demonstrando que níveis mais elevados de Inteligência Emocional estão associados a maior capacidade do enfermeiro em se comunicar; dar e receber feedback; dar poder e exercer influência e apoiar a equipe para o alcance de melhores resultados organizacionais.
Descritores:
Inteligência emocional; Liderança; Tutoria; Enfermagem
Resumen
Objetivo Analizar la relación entre la inteligencia emocional y el liderazgo coaching desarrollado por enfermeros.
Métodos Estudio correlacional, cuantitativo y transversal realizado en un hospital nivel 4 de Brasil, con 94 enfermeros. Para la recopilación de datos se utilizó la versión brasileña del Test de Autoevaluación de Inteligencia Emocional de Schutte y el Cuestionario de Autopercepción del Enfermero en el Ejercicio del Liderazgo. La correlación se analizó mediante el coeficiente de correlación de Spearman, y se adoptó un nivel de significación del 5 %.
Resultado La Autoevaluación de Inteligencia Emocional evidenció una inteligencia promedio (133,4 puntos ± 12,3) y la percepción de la práctica del liderazgo coaching alcanzó un promedio de 87,0 (± 7,4) puntos. Se obtuvo una correlación significativa, positiva y de gran magnitud entre el puntaje total de inteligencia emocional y todas las dimensiones del liderazgo coaching.
Conclusión El puntaje total de inteligencia emocional tiene una fuerte relación con las dimensiones del liderazgo coaching, lo que demuestra que los niveles más altos de inteligencia emocional están asociados a una mayor capacidad de los enfermeros para comunicarse, dar y recibir feedback, empoderar y ejercer influencia, y apoyar al equipo para lograr mejores resultados organizativos.
Descriptores:
Inteligencia emocional; Liderazgo; Tutoría; Enfermería
Introduction
Emotional Intelligence (EI) can be defined as a competence that involves perceiving, expressing, assimilating, understanding, and regulating one’s own emotions and those of others.(1) Other definitions characterize it as a competency that encompasses self-control, self-awareness, attention, persistence, self-motivation, social awareness, and relationship management, and can be used for better professional performance.(2)
The EI can positively impact the work environment and relationships between nurses.(3) Studies conducted in Spain and Poland concluded that improving this skill provides emotional repair in the face of challenges, preventing stress and increasing the satisfaction of professionals and patients.(4,5)
It is essential to highlight that harmony in the workplace depends on various factors; empathetic leadership, which includes understanding team emotions, is crucial in promoting a safe environment where care is provided.(6,7) Therefore, leaders need to know how to manage their own emotions and those of their subordinates, using key elements of EI to establish collaborative relationships in the workplace, exercising their role as team influencer, and achieving organizational results.(2,5)
In this sense, some leadership models have stood out in the literature and in nursing practice (such as transformational, charismatic, authentic leadership, and coaching), with positive results for the health of professionals, including better sleep quality, job satisfaction, and reduced emotional exhaustion.(8,9) These models are also associated with greater organizational commitment(3) and reduced levels of employee absenteeism and turnover.(10) In addition, transformational and coaching leadership were related to positive outcomes from the patients’ perspective, contributing to a better performance of the variables evaluated.(10)
Leaders act by promoting and stimulating learning, providing both technical and personal practical guidance to achieve development goals, especially in leadership coaching. In this sense, this leadership style drives the development of talent within the team as it stimulates self-knowledge and the potential of those being led.(11)
Authors have shown that leadership and EI promote changes in the perception of nursing professionals about their work environment, increasing job satisfaction and contributing to quality of care and patient safety.(12,13) They also stated that a leader will not be effective if he/she does not have emotional intelligence although he/she has solid training, an analytical mind, and innovative ideas.(14) Thus, excellence in health care does not depend only on tools, knowledge, and services; it depends mainly on the EI of their leaders to achieve harmony in interpersonal relationships and achieve the established goals and objectives.(15,16)
Thus, as EI directly impacts the way leaders manage emotions, make decisions, and motivate their teams, understanding this relationship can provide valuable insights to improve the professional training and development of nurses, promoting more efficient and humanized management. Furthermore, the lack of studies on the relationship between these constructs (especially in the post-COVID-19 pandemic context when professionals were marked by intense emotional and organizational reconstruction processes),(17) further reinforces the relevance of this study. Then, deepening this investigation is essential, contributing to the advancement of knowledge in the area and the implementation of more effective leadership strategies in nursing.
Therefore, the question that guided the development of this study was the following: Does EI contribute to the development of leadership coaching in nurses? To answer this question, the objective of the present study was to analyze the relationship between emotional intelligence and leadership coaching developed by nurses.
Methods
This correlational, cross-sectional, and quantitative study was carried out in a public teaching hospital (409 beds; 389 nurses), which is a reference for highly complex patients in Brazil.
A sample calculation was performed in G*Power 3.1.9.2 software(18) to verify the correlation between constructs, and a minimum sample of 84 participants was determined. The calculation followed the methodology for Pearson’s correlation coefficient, with a test power of 80%, a significance level of 5%, and an estimated correlation coefficient of 0.30.(19) The sample was selected by convenience, including nurses with at least three months of experience in the institution. This period was considered because it is the minimum time required to hire an employee, as stipulated in most Brazilian institutions. This enables a better adaptation to the organization’s work processes, contributing to leadership practice. Participants who did not answer some items were not considered in the calculation of the score for the respective instrument mastery.
Data collection was carried out in a hybrid manner from March to June 2022. Initially, an invitation was sent to the institutional emails of all nurses in the institution so that data collection could occur online (Google Forms®). After two mailings, in-person data collection began with a direct approach at the work units, as only 19 (20.2%) of them completed the instruments. Interested parties received the Free and Informed Consent Form (FICF) and the research instruments, which were collected on the agreed date. Thus, 82 more professionals were approached. The majority (75; 79.8%) of these participants were included in the study, and 7 of them did not return the completed instruments. Participants who answered “not applicable” in the Leadership Coaching instrument were also excluded from the dimension calculation, as the scores in the domains of this instrument were calculated by summing the responses to the items. The range of this score could be compromised if “not applicable” responses were considered in the calculation of the domain.
Data were collected from two instruments, the Brazilian version of the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Questionnaire on Nurses’ Self-Perception in Leadership Practice (QUAPEEL), whose use was authorized by the authors.
The SSEIT assesses EI through 33 items distributed in four domains: Perception of emotions (10 items), Management of own emotions (9 items), Management of others’ emotions (8 items), and Use of emotions (6 items).(20) Each item was rated using a Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). To calculate the final score, the values of the answers to questions 5, 28, and 33 were inverted. The mean of the sum of participant responses (range: 33-165) was calculated,(20) classifying EI as high (≥138), medium (111-137), or low (≤110).(20) Cronbach’s alpha coefficients for the domains were in the range of 0.76 to 0.79, and the overall Cronbach’s alpha was 0.78.(20) This instrument was chosen because it is one of the most commonly used to assess EI.(21)
The QUAPEEL is subdivided into three parts. As the objective of the study was to analyze the relationship between the domains of EI and Leadership coaching, only the third part of the questionnaire was used, as it assesses objectively and quantitatively the dependent variable of the present study.
Thus, the 20 items that assess nurses’ self-perception regarding the practice of leadership coaching were used. They were distributed across four dimensions: Communication (5 items); Giving and receiving feedback (6 items); Empowering and exerting influence (4 items), and Supporting the team to achieve organizational results (5 items).(11)
The items were evaluated by a Likert-type scale (6 points), ranging from 1 (never; I did not understand the statement) to 5 (always; I understood the statement every time); the participant could also choose the response, which represents 0 (not applicable). The score ranged from 0 to 100, with higher values indicating greater perception of the practice of leadership coaching. “Not applicable” responses were not considered in calculating the average. The scores for the subscales were obtained by calculating the mean of the sum of the participants’ responses. The QUAPEEL was chosen because it was developed in Brazilian culture based on the dimensions of the coaching process. It presents evidence of reliability (Cronbach’s alpha in the range of 0.67 to 0.79 for the domains and an overall Cronbach’s alpha of 0.91 for construct validity), as the authors state that the proposed model was well adjusted in the confirmatory analysis.(11)
The data were tabulated in the Microsoft Excel program for Windows® and analyzed in the Statistical Analysis Software® (SAS; v. 9.4) software. The absolute and relative frequencies of the categorical variables were calculated, in addition to measures of position and dispersion of the continuous variables. The normality of the data was tested, and the correlation between the constructs was verified using Spearman’s coefficient, classified as weak (0.1-0.29), moderate (0.30-0.49), or strong (≥0.50).(19) The significance level of 5% was adopted.
The study was submitted for evaluation by the directors responsible for the institution and approved by the Research Ethics Committee of the State University of Campinas (Opinion 5,441,079; Certificate of Presentation of Ethical Appreciation, CPEA: 53158721.7.0000.5404.
Results
A total of 94 nurses, with different mean ages (40.1±7.2 years), training times (14.5±6.3 years), and experience in the institution (9.2±7.3 years), participated in the study. Most of them worked in adult hospitalization units (n=46; 48.9%), including nurses participating in the pediatrics sector (n=11; 11.7%), emergency unit (n=9; 9.6%), Adult Intensive Care Unit (n=7; 7.4%), specialty outpatient clinics (n=7; 7.4%), and administrative sector (n=4; 4.3%). Among the participants, 51 (54.24%) had specialization, and 49 (52.1%) indicated that they had already participated in some training on leadership coaching. Regarding the position, the majority of participants were hired as nursing assistants (n=79; 84.0%), followed by nursing supervisors (n=8; 8.5%), coordinators (n=6; 6.4%), and directors (n=1; 1.7%). Regarding the shift, 29 (30.9%) nurses worked on the afternoon shift. As for the EI perceived from the SSEIT, the nurses presented the scores that are presented in table 1.
When analyzing the scores achieved in the overall evaluation of the instrument’s items, it was possible to classify the EI of the nurses participating in the study as the mean. Regarding the nurses’ self-perception of the practice of leadership coaching, the results obtained are presented in table 2. We emphasize that the number of participants described in table 2 varies due to the exclusion of those who indicated the response option “not applicable” to at least one of the items in the dimensions evaluated.
Correlations between EI and leadership coaching are presented in table 3.
It was possible to observe that the others presented positive and significant correlations, except for the relationship between the Communication and Use of emotions domains. When analyzing the relationship between the total score on the EI scale and the domains and total score on the leadership scale, significant, positive, and strong magnitude correlations were found.
Discussion
In this investigation, the group presented a mean score of 133.44 in the SSEIT, corresponding to 80.9% of the total possible score. This suggests an average level of emotional intelligence. Notably, improvement is possible, especially in the domain of Emotion Perception, which presented a lower score (76.9%) in relation to the potential total score in this domain. This finding gained additional significance considering the context of the COVID-19 pandemic that professionals had recently experienced. The consequences of a period marked by anxiety and damage to the physical health of nurses may have contributed to the development of post-traumatic stress. This may have influenced professionals’ ability to adequately recognize and interpret their own emotions as well as those of others.(17)Therefore, adequately perceiving emotions is an essential skill in nursing practice, which can have a positive impact on communication.
This research obtained results similar to those found by other researchers, in which nurses presented a mean level of emotional intelligence (126.0). They highlighted that low scores in the EI domains suggest challenges in individuals’ professional and personal relationships.(5)However, scholars have shown that EI can be improved as professionals are trained in this skill.(22)High EI scores can reduce emotional exhaustion. This results in better cooperation between professionals, promoting psychological comfort in relationships between nurses, patients, and families, thus improving the quality of care.(5)
Regarding the self-perception of nurses in the exercise of leadership coaching, this study found a mean total score of 87.0 points, indicating a positive perception of the use of this competency. Among the elements examined, the domains Giving and receiving feedback and Communication stood out the most, with average scores of 26.4 and 21.5, respectively.
A study that used the same leadership model also found a high self-perception of professionals in their practice, endorsing these results. Among the four dimensions studied, Giving and receiving feedback and Communication were the most recognized.(7,23)It is important to highlight that feedback has been associated with beneficial outcomes in healthcare (such as improved safety culture, quality of care, and development of technical skills), in addition to reducing emotional exhaustion and the intention to leave the job.(7)Similarly, effective communication helps reduce stress, promote team well-being, improve workers’ quality of life, and increase patient safety.(7)
The results of the present study showed positive and significant correlations between all domains of EI and the dimensions of leadership coaching, except the Use of Emotions domain with the Communication dimension.
One possible reason for the lack of a significant correlation between Use of Emotions and Communication dimensions is the fact that, in effective communication, focusing on listening carefully to the words and nonverbal expressions that convey the other person’s feelings and needs is more crucial than focusing on seeking to change one’s own emotional state. Others’ perspectives and offering guidance tailored to their needs are critical to successful communication.(24)
The ability to manage one’s own emotions and the emotions of those under one’s leadership, knowing how to listen, maintaining interest in continuing the dialogue, and using verbal communication (also considering non-verbal communication) contributes to establishing more harmonious relationships in the workplace.(11,15)
The data obtained allowed us to verify the importance of the relationship between these constructs, since the higher the level of EI of the leaders, the more capable they are of optimizing team management. Leading employees to achieve goals through dynamic interaction permeated by self-knowledge, emotion management, and assertive communication becomes an easier process to transpose.(16,25)
Other authors have also analyzed the relationship between the domains of EI and the dimensions of leadership coaching and found positive correlations between EI and communication (knowing how to listen, maintaining the interest of subordinates in maintaining and continuing the dialogue, using verbal communication with attention to nonverbal communication, and contributing to effective communication in working relationships with subordinates). As people develop their EI, they become able to capture and better understand the information contained in communication.(26)
A study on breaking bad news highlighted the importance of improving the emotional competence of healthcare professionals to reduce the impact of their own emotions when communicating diagnoses and prognoses, making this moment less painful and traumatic for patients and families. By mentioning the intrinsic relationship between professionals’ EI and their ability to communicate difficult news, researchers offered crucial insights informing more sensitive and effective practices and approaches in this delicate context.(27)
Another finding in this study indicated that the higher the EI, the greater the leader’s ability to give and receive feedback. The perception and management of one’s own emotions and those of others, along with the ability to recognize, value, and direct those they lead, as well as monitor performance, are intrinsic aspects of emotionally intelligent leaders. These attributes are fundamental to establishing a culture of constructive feedback and promoting individual and collective growth in the team lead. Scholars have reinforced the idea that the lack of EI during feedback can undermine desired results due to a lack of empathy and receptivity from subordinates.(28)Additional evidence supports this perspective: researchers found that undergraduate nursing students who received EI training were more likely to receive critical and constructive feedback (which they previously could not tolerate) because they learned to manage their own emotions.(29)
In addition, it was possible to perceive that leaders with high EI exert a greater influence over their subordinates by connecting emotionally, showing empathy and genuine concern for their well-being and personal and professional development. This emotional engagement makes it possible to show empathy and genuine concern for the well-being and personal and professional development of those being led. In turn, creating an environment imbued with trust, respect, and loyalty strengthens the influence of leaders.(30)In addition, emotionally intelligent leaders value and prioritize the development of their subordinates, promoting an environment of continuous learning, sharing knowledge, delegating responsibilities, and offering growth opportunities. These actions strengthen the leader’s power and influence relationship, as followers recognize that the leader is committed to their success and growth.(31)
A survey showed that leaders with EI have a positive impact on both the performance of their subordinates in the workplace and their organizational citizenship behavior, with actions such as helping colleagues, offering support to new team members, participating in volunteer activities, and contributing suggestions for improvements while respecting the organization’s rules and norms.(30)
As EI favors the emotional connection between leaders and followers, it also helps those led feel more supported by their leaders, as they are available to listen to them and help them when they face challenges. In this scenario, leaders show empathy and genuine concern for the well-being and success of the team, creating an environment of trust and safety where seeking support is encouraged. In turn, this environment contributes to the motivation and progress of professionals.(32)
When seeking input from subordinates to change procedures or propose operational changes, leaders with EI show that they value and respect the expertise and experience of the team. Including team members in decision-making promotes a sense of belonging and engagement, stimulating team motivation and commitment to achieving the desired results.(31,33)
Researchers agree on the positive influence of emotionally intelligent leaders when setting individual goals for each member of their team. By involving followers in this process, leaders establish a sense of shared purpose and alignment with the goals of the team and organization. It was highlighted that periodic monitoring of the results presented by each subordinate allows the leader to identify the need for additional support and provide feedback. constructive, and provide resources to ensure that goals are achieved effectively.(30,32)
As a limitation of the present study, we can mention the fact that it was carried out in a single hospital and with convenience sampling. Such approaches compromise the heterogeneity of the sample and the generalizability of the results to other populations and centers with different care profiles. Furthermore, self-report measures include recall bias, social desirability, and cognition of understanding, which may influence the reliability of responses. It is then recommended to carry out new multicenter studies with probabilistic sampling that can reduce the limitations described.
Our study showed that professionals with emotional intelligence can better exercise leadership coaching, guiding nurses, managers, and researchers to implement programs to develop EI, highlighting that leaders with high EI promote knowledge sharing, value the team, and align goals with collective values, creating an environment focused on the quality of patient care.
Conclusion
Total EI scores have a strong relationship with the leadership coaching domains. These findings reinforce the importance of EI in the performance of nursing leadership, showing that higher levels of EI are associated with a greater ability to manage teams, make assertive decisions, and improve the quality of patient care. Thus, the development of EI can be an essential strategy to strengthen effective leadership and resource management in nursing, directly impacting safety and excellence in health care. We recommend implementing training programs in EI and leadership in the hospital environment, including these topics in the nursing training curriculum, with a view to better preparing professionals to deal with the challenges of care and management practices.
Acknowledgments
This research was supported by a scientific initiation scholarship that was granted by the Institutional Program for Scientific and Technological Initiation Scholarships (PIBIC), National Council for Scientific and Technological Development (CNPq), from September 2021 to August 2022.
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Data availability:
The survey data are available in the article.
Edited by
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Associate Editor:
Alexandre Pazetto Balsanelli (https://orcid.org/0000-0003-3757-1061) Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, SP, Brazil
The survey data are available in the article.
