Emotional competence of nursing students compared to students of non-health studies: a cross-sectional study

Aim: The aim of this study was to compare the emotional competence of students in nursing and other, non-health, programs; to examine differences regarding age, gender, and work experience; and to propose reforms to the nursing education curricula concerning the topics of emotional competence, regulation, and mental health. Design: A descriptive cross-sectional study. Methods: 105 respondents participated in the study. The Emotional Skill Competencies Questionnaire – 45 (ESCQ-45) was used. Data were analyzed in the SPSS 21.0 statistical program through confirmatory factor analysis with internal consistency reliability (α = 0.865). Results: The study showed statistically significant differences in emotional competence between nursing students and students of non-health programs, especially for the factors Perceiving and Understanding Emotions (p = 0.011) and Expressing and Naming Emotions (p = 0.032), and the total score on the survey (p = 0.009). No significant correlation was found between emotional competence and age, gender, or work experience. Conclusion: Although emotional competence tends to be more pronounced in nurses, it is necessary to develop it further and include it in teaching programs in order to improve the quality of nursing care and professional well-being.