Emotional-Social Intelligence and the Retention of Nursing Students

• In Event: Working Collaboratively in Professions to Improve Training and Practice

Abstract

Abstract
The study examined the constructs of a multi-intelligence model of retention with four constructs: cognitive and emotional-social intelligence, student characteristics, and environmental factors. Data were obtained from sophomore students entering two diploma, nine associate, and five baccalaureate nursing programs. One year later, retention and GPA were gathered based on: retained (n = 526; 452 females, 59 males, 15 unspecified) and withdrawn (n = 149; 212 females, 22 males, 6 unspecified). Discriminant analysis was used with 26 predictors and retention as the classification variable. Significant differences between the groups were revealed on campus activities, nursing program type, impulse control, reality testing, and stress management; all of which were associated with higher loadings in the retained group.

Authors

• Victoria Jane Wilson, University of Arkansas at Little Rock

• Thomas G. Barrett, University of Arkansas at Little Rock

• Carolyn Pearson, University of Arkansas at Little Rock