Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/68258
Title: A benchmarking and comparative analysis of emotional intelligence in student and qualified radiographers : an international study
Authors: Mackay, SJ
White, P 
Mcnulty, JP
Lane, S
Lewis, SJ
Keywords: Emotional intelligence
International comparison
Radiographers
Students
Issue Date: 2015
Publisher: John Wiley & Sons
Source: Journal of medical radiation sciences, 2015, v. 62, no. 4, p. 246-252 How to cite?
Journal: Journal of medical radiation sciences 
Abstract: Introduction: Emotional intelligence (EI) has been identified as an importanttrait for healthcare students and healthcare professionals alike and is a predictorof improved work performance and patient satisfaction. In this paper, webenchmark an international cohort of radiography students and compare theirscores to those of known qualified practitioner and normative data. Methods:EI scores were at commencement from radiography degree programmes at fouruniversities in Australia, Hong Kong, Republic of Ireland and the UnitedKingdom using the short form of the trait EI questionnaire (TEIQue-SF),which yields a Global score and four sub-factors. In total 293 students chose toparticipate. Results: For the Australian combined Irish and UK groups, therewere significant differences in Global EI and three of the four sub-factorsbetween students and qualified radiographers (Australia: students = 5.01,qualified = 5.27; P ≤ 0.01) (Irish/UK students = 5.04, qualified = 5.28;P ≤ 0.01). When compared to the UK normative data, there was a significantdifference for Global EI between the UK students and the UK norm data set(students = 4.71, normative = 4.99; P ≤ 0.01). Conclusion: This study providesbenchmarking data for an international radiography student group. The cleardifferences of higher EI scores for qualified practicing radiographers whencompared to student score opens discussion of the impact of academic andclinical practicum as a contributing factor in EI skills development.
URI: http://hdl.handle.net/10397/68258
ISSN: 2051-3895
EISSN: 2051-3909
DOI: 10.1002/jmrs.130
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