Self-Efficacy, Emotional Intelligence, and Clinical Core Competency among Nurses in Primary Health Care Centers

Introduction Primary healthcare centers are a vital component of health systems worldwide. In Bahrain, primary health care centers not only manage minor health issues but also serve as an emergency unit by providing first aid and resuscitation until patients are transferred to main hospitals. Therefore, qualified staff nurses with high levels of clinical competence, self-efficacy, and emotional intelligence are essential to ensuring quality care. This study evaluated levels of clinical core competency, emotional intelligence, and self-efficacy among Bahraini nurses employed in primary health care facilities and investigated the relationships among these factors. Methods A descriptive quantitative design was used. A cluster random sampling technique was used to select 218 nurses from different primary health care facilities in Bahrain. Data were gathered by using the Competency Inventory for Registered Nurse (CIRN), the Schutte Self-Report Emotional Intelligence (SSEIT), and the Nursing Profession Self-Efficacy Scale (NPSE). Results Most participants were female (73.9%), aged 26–30 years (50.9%), and held a bachelor’s degree (93.1%). The majority had ≤5 years of experience (68.3). Nurses demonstrated moderate emotional intelligence. (3.72 ± 0.56), self-efficacy (3.31 ± 1.01), and satisfactory clinical competency (2.68 ± 0.88). For clinical competency, the highest scores were in legal–ethical practice (2.43 ± 0.94 and 2.39 ± 0.92, respectively), and the lowest were in critical thinking and coaching. Additionally, we identified significant relationships among self-efficacy, emotional intelligence, and clinical core competency ( p < 0.01). Discussion This study has several strengths. First, it is among the few studies examining the relationship between self-efficacy, emotional intelligence, and clinical competency among Bahraini primary health care nurses. Therefore, it provides valuable insights into an under-researched area. Second, the use of validated measurement tools and the inclusion of a diverse range of sociodemographic variables strengthened the reliability and depth of the findings. However, the design limits the ability to identify causal links between variables. Conclusion Ongoing staff development programs are essential to enhancing nurses' self-efficacy, emotional intelligence, and clinical competence. Practice implications include developing leadership skills, promoting clinical competency, and integrating emotional intelligence training into the nursing education curriculum.