How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China
Objectives To understand the current status of emotional intelligence, professional identity and humanistic care ability among standardised training nurses (STNs); to explore the mediating role of professional identity in the relationship between emotional intelligence and humanistic care ability; a...
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2025-05-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/15/5/e091848.full |
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| author | Hong Zhang Hao Yang Ting Bai Xihong Wang Jincheng Zhang Wentao Peng Hongqian Liu |
| author_facet | Hong Zhang Hao Yang Ting Bai Xihong Wang Jincheng Zhang Wentao Peng Hongqian Liu |
| author_sort | Hong Zhang |
| collection | DOAJ |
| description | Objectives To understand the current status of emotional intelligence, professional identity and humanistic care ability among standardised training nurses (STNs); to explore the mediating role of professional identity in the relationship between emotional intelligence and humanistic care ability; and to explore the potential mechanisms among these variables.Design A cross-sectional study.Setting A tertiary hospital in Chengdu, China.Participants A total of 134 STNs were recruited through convenience sampling.Methods Using convenience sampling, 134 STNs were recruited. Participants completed the Nurse Professional Identity Scale (5-point Likert), the Humanistic Care Ability Scale (7-point Likert) and the Emotional Intelligence Scale (7-point Likert) to assess their levels of professional identity, humanistic care ability and emotional intelligence. Structural equation modelling was used to test the mediation model.Primary and secondary outcome measures Participants completed the Nurses’ Professional Identity Rating Scale, the Caring Ability Inventory and the Emotional Intelligence Scale. Pearson correlation and mediation analyses were performed using the PROCESS macro for SPSS.Results STNs demonstrated low levels of humanistic care ability, moderate levels of professional identity and low levels of the ability to assess others’ emotions. Emotional intelligence had a significant positive direct effect (0.798) on humanistic care ability and professional identity partially mediated (0.109) this relationship.Conclusion Emotional intelligence directly enhances humanistic care ability, and professional identity plays a partial mediating role. Integrating emotional intelligence and professional identity training into standardised nurse education may strengthen humanistic care competencies. Targeted emotional intelligence training for STNs may enhance empathy and professional identity, thereby improving humanistic care ability and contributing to better doctor-patient relationships. |
| format | Article |
| id | doaj-art-095b9d5cf88740c29eb874e75406feeb |
| institution | DOAJ |
| issn | 2044-6055 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-095b9d5cf88740c29eb874e75406feeb2025-08-20T03:08:55ZengBMJ Publishing GroupBMJ Open2044-60552025-05-0115510.1136/bmjopen-2024-091848How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in ChinaHong Zhang0Hao Yang1Ting Bai2Xihong Wang3Jincheng Zhang4Wentao Peng5Hongqian Liu6Department of Thoracic Surgery, Shanghai Chest Hospital, Shanghai Jiao Tong University, Shanghai, ChinaShanghai Key Laboratory of Molecular Imaging, Jiading District Central Hospital Affiliated Shanghai University of Medicine & Health Sciences, Shanghai, ChinaDepartment of Medical Genetics/Prenatal Diagnostic Center, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, ChinaWest China Fourth Hospital/West China School of Public Health, Sichuan University, Chengdu, Sichuan, ChinaDepartment of Medical Genetics/Prenatal Diagnostic Center, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, ChinaKey Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, ChinaDepartment of Medical Genetics/Prenatal Diagnostic Center, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, ChinaObjectives To understand the current status of emotional intelligence, professional identity and humanistic care ability among standardised training nurses (STNs); to explore the mediating role of professional identity in the relationship between emotional intelligence and humanistic care ability; and to explore the potential mechanisms among these variables.Design A cross-sectional study.Setting A tertiary hospital in Chengdu, China.Participants A total of 134 STNs were recruited through convenience sampling.Methods Using convenience sampling, 134 STNs were recruited. Participants completed the Nurse Professional Identity Scale (5-point Likert), the Humanistic Care Ability Scale (7-point Likert) and the Emotional Intelligence Scale (7-point Likert) to assess their levels of professional identity, humanistic care ability and emotional intelligence. Structural equation modelling was used to test the mediation model.Primary and secondary outcome measures Participants completed the Nurses’ Professional Identity Rating Scale, the Caring Ability Inventory and the Emotional Intelligence Scale. Pearson correlation and mediation analyses were performed using the PROCESS macro for SPSS.Results STNs demonstrated low levels of humanistic care ability, moderate levels of professional identity and low levels of the ability to assess others’ emotions. Emotional intelligence had a significant positive direct effect (0.798) on humanistic care ability and professional identity partially mediated (0.109) this relationship.Conclusion Emotional intelligence directly enhances humanistic care ability, and professional identity plays a partial mediating role. Integrating emotional intelligence and professional identity training into standardised nurse education may strengthen humanistic care competencies. Targeted emotional intelligence training for STNs may enhance empathy and professional identity, thereby improving humanistic care ability and contributing to better doctor-patient relationships.https://bmjopen.bmj.com/content/15/5/e091848.full |
| spellingShingle | Hong Zhang Hao Yang Ting Bai Xihong Wang Jincheng Zhang Wentao Peng Hongqian Liu How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China BMJ Open |
| title | How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China |
| title_full | How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China |
| title_fullStr | How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China |
| title_full_unstemmed | How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China |
| title_short | How do emotional intelligence and professional identity affect humanistic care ability? A cross-sectional study among standardised training nurses in China |
| title_sort | how do emotional intelligence and professional identity affect humanistic care ability a cross sectional study among standardised training nurses in china |
| url | https://bmjopen.bmj.com/content/15/5/e091848.full |
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