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The Relationship between Faculty Staff Members and Their Assistants’ Emotional Intelligence and Their Clinical Teaching Effectiveness

Background: Nursing faculty staff members and their assistants play an important role in facilitating nursing student learning and shaping student experience in the clinical setting. Emotional intelligence in clinical nursing faculty may be one avenue to develop clinical teaching effectiveness. The aim was to investigate the relationship between faculty staff members and their assistants’ emotional intelligence and their clinical teaching effectiveness. Design: descriptive correlational research design was used. Setting: the study was conducted at Faculty of Nursing, Helwan University.  Sample: all faculty staff members and their assistants (N = 53). Tools: Emotional Intelligence Scale (EIS), Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and Socio - demographic data page. Results: the majority of nursing educators had higher perceptions about themselves regarding emotional intelligence and clinical teaching effectiveness. Conclusion: the study indicated a statistical positive significant relationship between emotional intelligence and clinical teaching effectiveness (r = 0.52 p=0.000). Recommendations: Providing faculty staff members and their assistants with regular educational workshops and seminars to provide enough training on how to develop and improve their own and students’ emotional intelligence skills which have a positive impact in clinical teaching. Possibilities for future researches were discussed.