The Effect of Emotional Intelligence on the Clinical Competency

Abstract Introduction: Emotional intelligence, paying attention to your feelings and emotions and others, differentiating between them and using them to guide your thoughts and actions. Emotional intelligence is one of the components that can affect clinical and professional competence. The aim of this study was to investigate the effect of emotional intelligence on clinical competence of operating room and anesthesia students of Hamadan Paramedical School. Methods: This cross-sectional study was a descriptive - correlational study conducted on 54 students of the Operative and Anesthesia Room of Hamadan Paramedical School in 1397. Sampling was done as a census and from all the students of the operating and anesthetic room with an apprenticeship. The data gathering tool in this study was Emotional Inventory of Imani et.al (2018) and the Competency Assessment Questionnaire liu et.al (2007) and colleagues. Data were analyzed using SPSS23 software. Correlation tests, Kruskal-Wallis, Chi-square and regression tests were used to analyze the data. Results: Data analysis showed that there was a direct, positive, and significant linear relationship between emotional intelligence and clinical competence of anesthetic students. On the other hand, there was a direct, positive, and significant linear relationship between the emotional intelligence and the clinical competence of the operating room students. According to self-report score of emotional intelligence among students ranging from 300-60, the mean score of emotional intelligence in good anesthetic students (87%) and in the students of the operating room was also good (89%). On the other hand, according to the self-report score, the clinical competence of the students was between 255 and 275, the average clinical competency scores in the students of anesthesia were good (84%) and in the operating room students at a good level (86%). Meanwhile, according to another report, the average score of emotional intelligence in good anesthesia students (84%) and in the operating room students was also good (86%), and another average score of clinical competence in anesthetized students was good (82%) And in the operating room students at a good rate (83%). Conclusions: Based on the findings of this study, it is recommended that faculty members and faculty members in the operating and anesthetic groups, in addition to teaching emotional intelligence skills, take students to increase their clinical competence, so that students have more professional and clinical competence in caring for Patients.