The Impact of Emotional Intelligence on Clinical Adaptability of Nursing Interns under the "2+2" Teaching Model: The Moderating Role of Social Support

Yaojiong Shen; Qiaoqiao Guo; Hairou Sun; Yunuo Fang; Yinuo Shou; Yuying Lin

doi:10.62051/ijphmr.v6n6.04

Authors

Yaojiong Shen
Qiaoqiao Guo
Hairou Sun
Yunuo Fang
Yinuo Shou
Yuying Lin

DOI:

https://doi.org/10.62051/ijphmr.v6n6.04

Keywords:

Emotional Intelligence, , Nursing Students

Abstract

Objective To investigate the clinical adaptation status of undergraduate nursing students under the "2+2" teaching model during their clinical clerkship, and to analyze the relationship with emotional intelligence and influencing factors. Methods A cross-sectional survey design was employed, involving 230 nursing interns under the "2+2" teaching model. Questionnaires including a General Information Questionnaire, the Maladaptive Behavior Scale, the Wong and Law Emotional Intelligence Scale (WLEIS), the Social Support Rating Scale, and the Chinese Big Five Personality Inventory were used for data collection. Statistical analysis was performed using SPSS 25.0, including descriptive analysis, univariate analysis, and multivariate Logistic regression analysis. Results The detection rate of poor clinical adaptation among nursing students was 57.8%. Univariate analysis showed that gender, dimensions of emotional intelligence, teaching support, and social support were significantly correlated with adaptability (P<0.05). Multivariate Logistic regression analysis indicated that "Use of Emotion" (OR=2.703) and "Regulation of Emotion" (OR=2.174) were independent predictive factors for clinical adaptability. Conclusion The problem of poor clinical adaptation among nursing students under the "2+2" model is prominent. The abilities of "Use of Emotion" and "Regulation of Emotion" in emotional intelligence, as well as the external support system, are key factors affecting their adaptability. It is suggested to enhance nursing students' clinical adaptability by strengthening emotional intelligence training, optimizing teaching support, and building a supportive environment.

References

[1] Chen, Q. S., Nie, X. F., Xu, J. H., & Cheng, L. (2025). Practical exploration of theory-practice integrated teaching model based on outcome-based education in Adult Health Nursing. Journal of Nursing, 14(10), 1711–1717.

[2] Li, L., Wang, Y., & Zhang, J. (2024). Causes and countermeasures of poor clinical practicum adaptation among nursing students under theory-practice integrated teaching mode. Nursing Research, 38(15), 2789–2792.

[3] Wang, H. P., Ma, J. L., & Su, C. (2019). Effects of head nurses’ authentic leadership and working environment on job adaptation of new nurses. Chinese Journal of Modern Nursing, 25(7), 815–819.

[4] Kane, S. J., Nowell, L., Bouchal, S. R., & McCaffrey, G. (2025). Making sense of praxis within an evolving clinical context: A grounded theory of nursing student learning transfer. Nurse Education Today, 146, 106561. https://doi.org/10.1016/j.nedt.2025.106561

[5] Kim, S. H., Kim, D., Lee, S., et al. (2025). Navigating Disparities: An In-depth Analysis of Perceived Competency Importance and Training Discrepancies in Clinical Placements Among Students and Clinical Nurses. Asian Nursing Research, 19(2), 136–144. https://doi.org/10.1016/j.anr.2025.03.003

[6] Zhang, Y. N., Li, X., Zhao, Z. H., et al. (2018). Perceptual experience of nursing undergraduates on the "2+2" college-hospital integrated teaching model. Nursing Research, 32(4), 646–648.

[7] Moon, S., You, Y. S., & Oh, J. (2025). Peer caring and clinical adaptation as mediators between emotional intelligence and nursing professionalism in students. Teaching and Learning in Nursing, 20(4), e1149–e1154. https://doi.org/10.1016/j.teln.2025.e1149

[8] Peng, M., Xu, M., Yang, H., et al. (2025). Relationships between emotional intelligence, mental resilience, and adjustment disorder in novice nurses: a cross-sectional study in China. Frontiers in Public Health, 13, 1567252. https://doi.org/10.3389/fpubh.2025.1567252

[9] Wang, M. H., Li, L. J., Huang, C. C., et al. (2019). Correlation between emotional intelligence and learning adaptability among higher vocational nursing students. Chinese Journal of Nursing Education, 16(7), 521–523.

[10] Hu, Y. Y., Yang, X. Y., Zhou, L., et al. (2023). Influence of emotional intelligence on communication ability of nursing students: mediating effect based on humanistic care quality. Military Nursing, 40(7), 52–56.

[11] Kuday, D. A., & Tekin, N. (2025). The effect of emotional intelligence training on occupational anxiety among paramedic students: a quasi-experimental study. BMC Medical Education. https://doi.org/10.1186/s12909-025-04762-3

[12] Lu, B. Q., Lin, Y., Zhu, X. H., et al. (2022). Investigation on emotional intelligence, perceived stress and professional adaptability among midwifery undergraduates. Health Vocational Education, 40(11), 118–120.

[13] Tian, Y., & Liu, Q. (2023). Correlation between clinical adaptability and five-state personality among undergraduate nursing interns in Grade A tertiary hospitals in Kunming. Health Vocational Education, 41(18), 99–102.

[14] Liu, Y., & Aungsuroch, Y. (2019). Work stress, perceived social support, self-efficacy and burnout among Chinese registered nurses. Journal of Nursing Management, 27(7), 1445–1453. https://doi.org/10.1111/jonm.12876

[15] Huang, Y., Chen, D., Li, C., et al. (2024). The mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice: A cross-sectional study. Nurse Education Today, 135, 106129. https://doi.org/10.1016/j.nedt.2024.106129

[16] Wu, L., Chen, Y., Xue, M., et al. (2025). The effect of social support on learning engagement among Chinese nursing interns: the mediating role of self-efficacy. BMC Nursing, 24(1), 95. https://doi.org/10.1186/s12912-025-02642-6

[17] Lei, J. (2013). Evaluation and influencing factors of poor clinical internship adaptation among nursing students [Master’s thesis]. Soochow University.

[18] Law, K. S., Wong, C. S., & Song, L. J. (2004). The construct and criterion validity of emotional intelligence and its potential utility for management studies. Journal of Applied Psychology, 89(3), 483–496. https://doi.org/10.1037/0021-9010.89.3.483

[19] Wang, Y. F. (2010). Reliability and validity of the Chinese version of Emotional Intelligence Scale [Master’s thesis]. Central South University.

[20] Xiao, S. Y. (1994). Theoretical basis and research application of Social Support Rating Scale. Journal of Clinical Psychiatry, 2(2), 98–100.

[21] Wang, M. C., Dai, X. Y., & Yao, S. Q. Preliminary development of Chinese Big Five Personality Inventory III: Development and psychometric evaluation of the short version. Chinese Journal of Clinical Psychology.

[22] Tian, Y., & Liu, Q. (2024). A qualitative study on clinical adaptation of undergraduate nursing interns in tertiary hospitals. Modern Nurses, 31(5), 94–97. https://doi.org/10.19792/j.cnki.1006-6411.2024.14.024

[23] Haver, A., Caputi, P., & Akerjordet, K. (2025). Enhancing emotional intelligence and mental well-being for stress management in nursing education – a qualitative study. BMC Nursing, 24(1), 718. https://doi.org/10.1186/S12912-025-03338-9

[24] Lee, O. S., & Gu, M. O. (2013). The Relationship between Emotional intelligence and Communication skill, Clinical competence & Clinical practice stress in Nursing Students.

[25] Li, L. N. (2022). Study on the influence of academic performance and emotional intelligence on internship adaptability among male vocational nursing students. China Educational Technology & Equipment, (1), 27–29.

[26] Li, L., Chen, H. Y., Pan, H., et al. (2022). Effects of emotional intelligence and occupational well-being on work engagement among nurses in geriatric departments of general hospitals in northeastern Sichuan. Occupation and Health, 38(18), 2536–2540.

[27] Huang, Y. M., Zhou, R. L., & Wu, M. Y. (2015). Neurophysiological basis of neurotic personality. Advances in Psychological Science, 23(4), 602–613.

[28] Zhang, X., Zhang, H., Zhang, H., et al. (2015). Influence of clinical internship environment on professional self-efficacy and professional identity of nursing undergraduates. Chinese Journal of Nursing Education, 12(3), 167–171.

[29] Zhang, Q. S., Yuan, N. P., Teng, Y. P., et al. (2018). Influence of key events during clinical probation on professional identity of undergraduate nursing students. Evidence-Based Nursing, 4(8), 692–695.

[30] Karimi, L., Leggat, S. G., Donohue, L., et al. (2014). Emotional rescue: The role of emotional intelligence and emotional labour on well-being and job-stress among community nurses. Journal of Advanced Nursing, 70(1), 176–186. https://doi.org/10.1111/jan.12183

[31] Foster, K., McCloughen, A., Delgado, C., et al. (2015). Emotional intelligence education in pre-registration nursing programmes: An integrative review. Nurse Education Today, 35(3), 510–517. https://doi.org/10.1016/j.nedt.2014.11.014

[32] Henderson, A., Cooke, M., Creedy, D. K., et al. (2012). Nursing students’ perceptions of learning in practice environments: A review. Nurse Education Today, 32(3), 299–302. https://doi.org/10.1016/j.nedt.2011.04.010