RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES, BANGALORE,KARNATAKA.

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

1. NAME OF THE CANDIDATE AND ADDRESS

MR. PRADEEP DINKAR AHI

1ST YEAR M.Sc. NURSING,

CHRISTIAN COLLEGE OF NURSING,

#150/6, HORAMAVU, AGARA,

HENNUR MAIN ROAD,

BANGALORE-560043.

2. NAME OF THE INSTITUTION CHRISTIAN COLLEGE OF NURSING,

#150/6, HORAMAVU, AGARA,

HENNUR MAIN ROAD,

BANGALORE-560043.

3. COURSE OF STUDY AND SUBJECT M.Sc. NURSING FIRST YEAR,

MENTAL HEALTH NURSING.

4. DATE OF ADMISSION TO THE COUSRSE 19/06/2013

5. TITLE OF THE TOPIC “A STUDY TO EVALUATE THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON EMOTIONAL INTELLIGENCE AMONGST BASIC B.Sc. NURSING STUDENTS OF SELECTED COLLEGES OF NURSING IN BANGALORE”.

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6.0 BRIEF RESUME OF THE INTENDED WORK:

INTRODUCTION

“All learning has an emotional base.”

(Plato, 2000BC)1

Emotion is derived from the word “emover” which means to move or excite. More

recently, the term relates to any subjective experience. Emotions can relate to expression

of love, hate, attraction, aggression and disappointment (Girdhalwal, 2007) 2. “Emotions

are internal events that coordinate many psychological subsystems including

physiological responses, cognitions and conscious awareness. Emotions arise in response

to a person’s changing relationships.

According to David Wechsler, intelligence can be defined as the aggregate of an

individual to act with purpose and to deal effectively with the environment. Wechsler

also postulated in 1943 that non-intellective abilities were important predictors for

success in one’s life (Cherniss, 2000)2.

The seeds of EQ has been in bedded in what is known as Social intelligence (SI) which

was first proposed by Thorndike in 1920 (cited in Kobe, Reiter-Palman & Rickers, 2001)

and is defined as the ability to understand and manage men and women, boys and girls3.

Emotional Intelligence (EI) or EQ; Why it can matter more than IQ (Daniel Goleman,

1995)4 is the basis of a revolutionary aspect just not in Medical, Nursing or Health but

globally in all domains. Goleman revealed the foundation text of worldwide movement

that claims what has been universally regarded as INTELLIGENCE is merely one type of

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Intelligence – Cognitive intelligence, and is not as important as another type of

Intelligence –Emotional Intelligence (Daniel Goleman’s Emotional Intelligence, 1995)4.

Goleman (1998) has suggested an EI framework that consists of four clusters:

1. Self awareness – being aware of emotions and its significance; having realistic

knowledge of strengths and weaknesses; having self confidence.

2. Self management – control over emotions; being honest and trustworthy; being flexible

and dedicated.

3. Social awareness – being empathetic and perceiving another’s thoughts and points of

view.

4. Relationship – helping others to develop themselves; effective leadership; influencing

skills and excellent interpersonal communication skills2.

It cannot be denied that emotional strengths and social abilities often contribute to Social

and Occupational success. It can be sensed in Goldman’s writings. “This mapping ( of

emotional intelligence ) offers a challenge to those who subscribe to a narrow view of

Intelligence; arguing that IQ is genetic inheritance that cannot be changed by life

experience….That argument ignores the more challenging question; What can we change

that will help our CHILDREN fare better in life?, He also argue’s that the difference

quite often lies in the abilities called Emotional Intelligence, which include Self-Control,

Zeal and Persistence, and the ability to motivate oneself and their skills; as we shall see,

can be taught to children, giving them a better chance to use whatever intelligence

potential the genetic lottery may have given them”.

“To feel good about oneself, experience one’s emotions directly, and grow emotionally”,

to be the most urgent need of mankind (Herman, 1992)5. According to Gardner,

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intelligence is “the bio psychological potential to process information that can be

activated in a cultured setting to solve problems or create products that are of value in a

culture”. Gardner (1983) proposed the ‘theory of multiple intelligences’ to analyze and

better describe the concept of intelligence6.

Later, it was recognized that ‘emotion’ and ‘cognition’ are integral and

inseparable parts of each other and, though it is useful to use different names for different

aspects of generation of emotion.(Zajonc,1980). LeDoux (1992, 1996), has shown the

existence of a fast, non-conscious emotion circuit and a slow, cortical emotion circuit7.

Salovey and Mayer (1990) define Emotional Intelligence as the ability to monitor one's

own and others' feelings and emotions, to discriminate among them and to use this

information to guide one's thinking and actions. Emotional Intelligence has four main

components, namely, the ability to:

1.Perceive emotions;

2.Utilize these emotional perceptions to accomplish various activities or tasks;

3.Understand emotional variations;and

4. Manage emotions to achieve goals8.

Dalip Singh (2003) defines Emotional intelligence as “the ability of an individual to

appropriately and successfully respond to a vast variety of emotional stimuli being

elicited from the inner self and immediate environment. Emotional intelligence

constitutes three psychological dimensions—emotional competency, emotional maturity

and emotional sensitivity—which motivate an individual to recognise truthfully, interpret

honestly and handle tactfully the dynamics of human behaviour9.

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Happiness, fear, anger, affection, shame, disgust, surprise, lust, sadness are emotions,

which directly affect our day-to-day life. For long, it has been believed that success at the

workplace depends on our level of Intelligence quotient (IQ) as reflected in our academic

achievements, exams passed, marks obtained, etc. But how bright we will be outside the

classroom, faces with life's difficult moments? Here we need a different kind of

resourcefulness, termed as Emotional Intelligence (EQ), which is a different way of being

smart. Emotional Intelligence is what gives a person a competitive edge. Everyone is

trained to be smart, the most valued and productive managers are those who have strong

traits of Emotional Intelligence and are not necessarily those with the highest IQ.

The lack of Emotional Intelligence explains why people who, despite having a high IQ,

have been such utter failures and disastrous in their personal and professional lives. In

contrast, persons high on Emotional Intelligence are poised, outgoing, commited to other

people and worthy causes, sympathetic and caring, with a rich and fulfilling emotional

life. They are comfortable with themselves, others, and the social universe they inhabit. It

is often said that a high IQ may assure you a top position, but it may not make you a top

person.

6.1 NEED FOR THE STUDY

The 20th Century has been dominated by the importance given to cognitive intelligence. It

has become increasingly clear however, that IQ scores are not always good predictors of

academic or professional success (McClelland, 1973, Goleman, 1995)10. The inability of

traditional measures of cognitive intelligence to predict success in life; led to the

development of the concept of Emotional Intelligence (EI), first uttered by Salovy and

Mayer(1993), the idea itself however was not new.

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Today inspite of the technological advances in the last 3 decades, today’s College

students must still acquaint and prepare with aspects that technology cannot address;

Emotional Self-Awareness, Interpersonal skills, adaptability, impulse control and many

other uniquely human challenges. Even academically competent students may be in

jeopardy when taking up professional studies, if certain aspects of emotional competence

are lacking.

Recent study conducted to assess the emotional intelligence of students in relation to

gender, age and academic achievement showed significant correlation between emotional

intelligence and academic achievement (r=0.34, p<.1). No significant correlation was

found in gender and emotional intelligence (r=.01, p>.5). The results indicated that

emotional intelligence predicts academic achievement (p<.01) and it accounted for 12%

variance in academic achievement. It was found that emotional intelligence has no

relationship with gender but positive relationship with academic achievement11

Recent studies (Crossman,2007; LaCavita,2003, Parker etal.,2005;Schutte &

Malouff,2002) suggest that students are under an increasing level of stress and their

ability to manage that stress, adapt to a rapidly changing and dynamic environment while

managing to keep impulse control in check are all factors that may hamper students

successful transition from academic to a professional12.

Since the 1950’s the field of higher education has become increasingly competitive and

diverse.(Adelman,1999;Pascarella & Terenzini,2005). Many students find that the

transition from high school to college or university is a very stressful period (Brooks &

DuBois,1995;Ross, Niebling, & Heckert, 1999)13.

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Studies conducted to examine the role of perceived emotional intelligence (PEI)

measured by the Trait Meta-Mood Scale, in the use of stress-coping strategies, in the

quantity and quality of social support and in the mental health of nursing students have

shown that emotional intelligence minimizes the negative stress consequences (Montes &

Augusto ,2007)14.

Schutte et.al.(1998) has recently developed a Self-reported measure of Emotional

Intelligence, comprising 33 self-referencing statements requiring subjects to rate the

extent they agree or disagree. It seems to be reliable and distinct in adults. There is also

evidence that Emotional Intelligence measure predicts success at the University in adults(

Schutte et al.) and predicts how well University students adapt to stress (Joseph

Ciarrochi, Amy Y.C.Chan, Jane Bajgar)15.

Understanding emotional intelligence amongst the students who are on the verge of

becoming a professional, identifying and certainly managing interpersonal relationships,

setbacks, anxiety and impulses; as well as other aspects of emotional intelligence are all

part of college life, yet very little has been studied about its co-relation to persistence,

academic and professional success.

The nursing profession demands that the nurse in the process of care, has to interact with

the patients, the medical fraternity and health care workers constantly. Hence “Nurse-

Patient interaction” is the pulse of the nursing practice. This interaction is just not a

conversation, it is a complex process that involves nurse’s perception, understanding of

patients’ emotions and utilization of the perceptions to manage patients’ situation

towards the goal of effective patient care16.

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While conversing about the importance of nurse’s understanding the patient, there is a

need to focus on the nurse itself while she is growing her profession, which can be better

acquired if worked on during her professional education itself. A better and

professionally sound nurse who would understand patients emotional state must be aware

of and in complete control of her own emotional state and able to utilize, manage and

modify her emotional state shaping it to suite her professional career.

Professional career success depends on emotional intelligence which will definitely help

an adolescent to reduce stress by decreasing conflict, improving relationships, and

understanding while in education and in near future..As without fuel, a car is motionless,

without self belief how can an individual be the driver to tertiary educational

success?.Without having the knowledge about on a certain aspect it is not possible to

utilize even the slightest part of it. Thus knowledge about Emotional Intelligence is

essential for any student, as they are the leaders in their own life and drive either their

success or failure of obtaining a degree.

The researcher from experience has observed that many students suffer from emotional

problems because they lack the basic knowledge of Emotional Intelligence, so the

findings may throw light on knowledge of students regarding emotional intelligence, thus

helping in creating awareness in reducing the incidence of emotional problems in

students. The present study results may help the Nursing College authorities and parents

to take appropriate measures to reduce the occurrence of emotional problems in students

also help in improving their coping strategies at the time of stressful events. The ultimate

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aim revolves around the global development and transition of a student from academic to

professional, who serves the society and the nation in an emotionally intelligent manner.

6.2 REVIEW OF LITERATURE

“Research” the word itself speaks out to what it means, hence for a study to be

complete the study needs strong and appropriate researches previously done, which

become the foundation for the current study17.

A Quasi-experimental study was conducted on Enhancement of emotional intelligence

and spiritual intelligence among B.Ed. student-teachers in Kerala, India, based on

Goleman(2002) and Zohar and Marshall(2000) models. Total samples size was 60 (30

each in Experimental and Control group). The study was conducted in 4 phase’s i.e. Pre-

Enhancement phase, Developmental phase, Enhancement phase and Post-Enhancement

phase. The findings revealed significant difference between pre-test scores and post-test

scores of the experimental group which indicated that the enhancement programme did

help to improve the EI and SI level of the samples. The study concluded that Emotional

intelligence is essential to live a successful life as well as career or profession18.

A study was conducted on Emotional ntelligence and Social Adaptation of School

Children in Haryana, India in the year 2010. A total of 120 children falling inthe age

group of 16 to 18 years, 60 each from randomly selected school of urban and rural area

were selected for the presentstudy .Further thirty children, equally representing both the

sexes, were considered on random basis. Emotional Intelligence Scale developed by

Hyde and Dethe (2002) was used to measure the emotional intelligence of respondents.

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The personal profile data revealed that higher percentage(47.50%) of respondents, The

data portraited that 60 per cent of the respondents belonged to higher caste having

nuclear (65%) family system. Majority of respondents had 1-3 siblings (85.83%) and the

trend was same for both rural (80%) and urban (91.67%) area The data indicated that

maximum percentage of respondents were in normal to high category of emotional

intelligence (82.50%) Statistically significant differences in emotional intelligence

(Z=2.60*) and adjustment of children (2.36*) were observed on the basis of area and

gender (Z = 2.80* and 3.19* respectively) at 5% level of significance. The urban

adolescents had comparatively better emotional intelligence and adjustment against rural

counterparts. Emotional intelligence and adjustment of adolescent were found to be

significantly correlated (r = 0.443*) at 5 per cent level of significance The study

concluded that Majority of the respondents had normal to high level of emotional

intelligence and average to excellent adjustment. The emotional intelligence had

significant positive relationship with adjustment of children19.

A Co-relational study was conducted on ‘An Exploration of Emotional intelligence of the

students of IIUI in relation to age, gender, and academic achievement’ in the Islamic

University, Pakistan. It was conducted on a randomly selected sample of 132 students

(50% male and 50%female). The BAR on EQi was utilized to measure emotional

intelligence. A significant correlation was found between emotional intelligence and

academic achievement (r=0.34, p<.1). No significant correlation was found in gender and

emotional intelligence (r=.01, p>.5). The results indicated that emotional intelligence

predicts academic achievement (p<.01) and it accounted for 12% variance in academic

achievement. It was found that emotional intelligence has no relationship with gender but

positive relationship with academic achievement11.

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A Quasi-Experimental study was conducted on the role of Emotional Intelligence in

College students’ success at the Florida International University. The Bar-On 2004

(Emotional Quotient Inventory) EQ-i 133-item inventory was used to assess students’

emotional intelligence. Four groups of students (N=111) participated in the three-phase

study over two semesters in 3 phases i.e.Pre-Intervention, Intervention and Post-

Intervention .Findings from the study indicated that (a) there was a slight positive

correlation inthe pre-intervention stage between emotional intelligence and traditional

measures of academic success specifically,; (b) curricular intervention made a significant

difference at the p <.05 level, with an .5 effect size, in one semester but failed to meet

that threshold in the following semester with the second pair of groups; (c) at the post-

intervention phase, the four measures of traditional academic success yielded a low

positive correlation with the students’ emotional intelligence assessment scores, and (d)

female students showed significant gains in their overall EQ-i scores. The study

concluded that, Although their emotional intelligence assessments increased

significantly, its correlation with the academic factors measured was not easily detected12.

A study was conducted on the Relationship of Emotional Intelligence on Students

Performance at the Universiti Teknologi MARA, Segamat Johor, Malaysia. 106 students

volunteered for the study. The 33-item Self-Reported Emotional Intelligence Test

(SREIT) Schutte et al. (1998) was utilized, 150 questionnaires were distributed and a total

of 106 participants voluntarily completed and returned the questionnaire (response rate of

70%). The study studied the Emotional Intelligence of the respondent, Time

management, Reliability test and exploratory factor analysis and Pearson Co-relations

between variables. The findings revealed that 33 items of emotional intelligence showed an

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acceptable Cronbach’s alpha value of 0.831. The time management and anxiety test showed a

Cronbach’s alpha of 0.644 and 0.879 respectively, also revealed that the mean for

respondent’s emotional intelligence is more than 3.00, which indicated that they actually

aware and utilize their emotional well. The concluded that, while various literatures have

reported how important emotional intelligence towards performance, but it would seem that

this study has found otherwise. One reason might be that emotional intelligence’s role is

larger than what it seems20.

A Cross-sectional study was conducted on the validity and Reliability of USM

Emotional Quotient Inventory (USMEQ-i):Use to measure Emotional Quotient(EQ) of

future Medical Students. Purposive sampling technique and 486 applicants to the medical

course in Universiti Sains Malaysia (USM) were selected for the study . The USMEQ-i

was administered containing 39 items. The Cronbach's alpha reliability analysis and

factor analysis were applied to measure internal consistency and construct validity

respectively. The Cronbach's alpha values of emotional control, emotional maturity,

emotional conscientiousness, emotional awareness, emotional commitment, emotional

fortitude, emotional expression and faking index domains were 0.90, 0.82, 0.83, 0.79,

0.77, 0.66, 0.60 and 0.83 respectively. These findings reinforced the validity and

reliability evidence of USMEQ-i in measuring EQ. The study concluded that the

USMEQ-i shows good psychometric values. It is a valid and reliable instrument to

measure EQ of medical program applicants. It is a promising psychometric instrument

that can be used as an instrument to assist in the student selection21.

A Co-relational study conducted on the relationship between accounting students’

emotional intelligence (EQ)and test anxiety and also their academic achievements,

focused on investigating the relationship between the accounting students’ emotional

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intelligence (EQ) and their test anxiety and also their academic achievements in bachelor

and associate degrees, in Azad University, Ghrovah, Iran. The sample involved in this

study included 100 accounting students selected randomly through the random sampling

procedure . The 90-item Bar-on Emotional Quotient Inventory and also the 25 item test

anxiety questionnaire by Abolghasemi et al. were used. Results showed that there are

significant negative correlations between students’ emotional intelligence and their test

anxiety, and also between their test anxiety and academic achievements. There is also a

meaningful positive correlation between their EQ and academic achievement. The results

also revealed that there is no significant difference between the emotional intelligence of

the male and female students, but there are significant differences in male and female

students’ test anxiety suggesting that test anxiety of female students was greater than

male students22.

A study was conducted on Emotional Intelligence among College students in Eriteria,

North East African Country. The random sampling technique was used and a total of 116

students were selected as samples including both male and female. The study focused on

the sub skills such as Self-awareness, Self-regulation, Motivation, Empathy, and Social

skill are independently studied with special focus on gender impact. The Emotional

Intelligence Test developed by Dr. N.K. Chadha - a psychologist at the University of

Delhi, India- was used. The test consists of fifteen emotional contexts with four near

emotionally intelligent responses. The fifteen situations categorized into five emotional

sub skills such as ‘self awareness’, ‘self regulation’, ‘motivation’, ‘empathy’ and ‘social

skill’. The highly emotional intelligent subject would get a score of 20 and the lower

brackets were scores of 10, 5 and 0. The situations were designed to assess one’s ability

to succeed in coping with environmental demands and pressures. The results revealed

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mean score of under ‘average’ EI category as per Chadha’s norms: 52% fall under

‘average’ emotional intelligence category, 47% in the ‘below average’ and just one

female student in the ‘high’ emotional intelligence category. The study concluded that

the females have higher Emotional Intelligence as compared to males, and the females

lead in all five components over the males5.

A Quantative study was conducted on Emotional Intelligence amongst Undergraduate

Students at a Higher Education Institution at the University of Western Cape in 2011.

150 senior students were selected as samples by utilizing the Non- Probability sampling

technique. The BarOn Emotional Quotient Inventory,2005 was used as the tool for the

study in the form of biographical questionnaire comprising of 133 items in the form of

short sentences and employed a 5-piont response scale with textual response format ranging

from “very seldom or not true of me” (1) to “very often true of me or true of me” (5) (Bar-on,

2005).The results depicted mean score (M=3.28) for the Intrapersonal dimension that

students general experience higher levels of self regard, independence, assertiveness, self

actualization and emotional self awareness, (M=2.56) for the Interpersonal dimension, mean

score (M=3.19) for the adaptability dimension, and for the General Mood dimension, the

mean score was(M=2.78). The study concluded that a huge fissure exists when it comes to

universities preparing and equipping students with emotional skills to cope with all the

adversities study life may present and ultimately which will assist the students not only on

their academic success but in career success in the long run2.

A Quasi experimental study was conducted on Effect of Insight Meditation on Enhancing

the Emotional Intelligence among Thai Nurses, in Thailand in 2009, this study examined

the effect of insightmeditation on enhancing EI among Thai psychiatric nurses. Twenty-

six registered psychiatric nurses were selected as sample by using the random sampling

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technique (10 - experimantal group and 16 – contol group). A demographic data form

created by the researcher and the TEISTTP ( Thai Emotional Intelligence Screening test

for the Thai population) was used. The experimental group received the intervention of

insight meditation practice for eight days, whereas the control group received none. The

intervention protocol included a researcher developed Four Foundations of Mindfulness

for Enhancing EI (a booklet containing insight meditation practice for enhancing EI and

the Vipassanā meditation practice questionnaire). The results confirmed that mean

differences of the EI score in the experimental group at the 8th day and at one month

follow-up period were significantly higher than in the control group. The major finding

was the EI of the experimental groups asassessed by the TEISTTP who practiced insight

meditation increased. The study concluded that study does provide some evidence that

the use of insight meditation can increase the EI scores of participants23.

6.3 STATEMENT OF PROBLEM

A study to evaluate the effectiveness of Structured Teaching Programme on

Emotional Intelligence amongst Basic B.Sc. Nursing students of selected Colleges of

Nursing in Bangalore.

6.4 OBJECTIVES OF THE STUDY

1. To assess the knowledge of the Basic B.Sc. Nursing students on Emotional Intelligence

before and after Structured Teaching Programme.

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2. To evaluate the effectiveness of Structured Teaching Programme on Emotional

Intelligence among the Basic B.Sc. Nursing students.

3. To determine the association between the level of knowledge on Emotional Intelligence

and selected demographic variables of the Basic B.Sc. Nursing students.

6.5 RESEARCH HYPOTHESES

H1:- There will be significant improvement in the knowledge score on Emotional

Intelligence after Structured Teaching Programme among the Basic B.Sc. Nursing

students of selected Colleges Of Nursing.

H2:- There will be significant association between levels of knowledge on Emotional

Intelligence and Selected Demographic variable among the Basic B.Sc. Nursing students

of selected Colleges Of Nursing.

VARIABLES

Dependent variable: Knowledge on Emotional Intelligence.

Independent variable: Structured Teaching Programme on Emotional Intelligence.

Demographic variable: Age, Gender, Parent’s Educational status, Year of study,

Religion.

6.6 OPERATIONAL DEFINITIONS

1. Evaluate: Refers to the comparison of the results obtained through Pre-test and Post-test

scores on knowledge on Emotional Intelligence among the Basic B.Sc. Nursing students.

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2. Effectiveness: Refers to the extent which the Structured Teaching Programme has

improved the knowledge of the Basic B.Sc. Nursing students on Emotional Intelligence

as assessed by their response to structured knowledge questionnaire.

3. Structured Teaching Programme: Refers to structured systematic information or

instruction given to a person or group.

4. Emotional Intelligence: Refers to ones’ ability to handle emotions competently,

maturely and sensitively through truthful recognition, honest interpretation and thus

handling human behavior tactfully.

5. Basic B.Sc. Nursing student: Refers to both male and female student studying in a

selected Colleges of Nursing in any of the 1st to 4th academic training year.

6. Selected Colleges Of Nursing: Refers to a private Nursing Colleges in Bangalore.

6.7 ASSUMPTIONS

1. It is assumed that the students may have some knowledge on Emotional Intelligence.

2. It is assumed that the Structured Teaching Programme may improve knowledge on

Emotional Intelligence among the Basic B.Sc. Nursing students.

3. It is assumed that existing level of Knowledge on Emotional Intelligence among the

Basic B.Sc. Nursing students may vary with selected demographic variables.

6.8 DELIMITATIONS OF THE STUDY

1. The study is limited to only 60 samples.

2. The study limited to Basic B.Sc. Nursing Students from selected Colleges of Nursing

between the age group of 17 to 23 years.

3. The data collection period is limited to only 4 weeks.

7.0 MATERIAL AND METHODS

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7.1 SOURCE OF DATA

The data will be collected from the Basic B.Sc. Nursing Students, those who meet

the inclusion criteria.

7.2 METHOD OF COLLECTION OF DATA

Structured knowledge questionnaire will be used to collect the data.

7.2.1 RESEARCH APPROACH

Evaluative research approach.

7.2.2. RESEARCH DESIGN

The research design adopted for the study is Quasi – experimental with one group pre-

test and post-test design.

S 01 X 02

S – Study group

01 – Outcome of pre-test

X – Structured teaching programme on emotional intelligence.

02 - Outcome of post-test

7.2.3. RESEARCH SETTING

The study will be conducted at selected Colleges Of Nursing in Bangalore on the basis of

geographical proximity and availability of samples.

7.2.4. POPULATION

The population of the study is 200 students (Male and Female) from 1 st to 4th year Basic

B.Sc. Nursing Students in selected Colleges of Nursing in Bangalore.

7.2.5. SAMPLE SIZE

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The sample consists of 60 Basic B.Sc. Nursing Students (Male and Female) of selected

Colleges of Nursing in Bangalore.

7.2.6. SAMPLING TECHNIQUE

Non-probability convenient sampling technique is adopted for the selection of sample for

the present study.

7.2.7. SAMPLING CRITERIA

INCLUSION CRITERIA

1. Students who are studying in the Basic B.Sc. Nursing course in the selected Colleges of

Nursing.

2. Students between age group of 17 - 23 years.

3. Students who are willing to participate in the study.

4. Students who are present in the selected Colleges of Nursing at the time of data

collection.

EXCLUSION CRITERIA

1. Students who are studying in General Nursing & Midwifery, P.B.BSc. Nursing and

M.Sc. course.

7.2.8. TOOL FOR DATA COLLECTION

A structured knowledge questionnaire will be used to collect data which include the

following aspect:

Section A: Demographic data.

Section B: Structured knowledge questionnaire on Emotional Intelligence.

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7.2 METHOD OF COLLECTION OF DATA (INCLUDING SAMPLING

PROCEDURE)

The data collection procedure will be carried out for a period of 4 weeks.

1. This study will be conducted after obtaining permission from the head of the Institution.

2. The Pre-test knowledge of subject will be measured by administering the structured

knowledge questionnaire on Emotional Intelligence.

3. The structured teaching programme will be implemented on the same day of the pre-test.

4. The post-test knowledge of subject will be measured by administering the structured

knowledge questionnaire on Emotional Intelligence after 7 days.

7.2.9. METHOD OF DATA ANALYSIS AND PRESENTATION

The data collected will be organized, tabulated and analyzed by using descriptive

and inferential statistics.

DESCRIPTIVE STATISTICS: Frequency, Mean, Median, Mode, Standard deviation

and Percentage will be used.

INFERENTIAL STATISTICS:

Paired ‘t’ test will be used to evaluate the effectiveness of Structured teaching

programme.

Chi–square test and will be used to determine the association between demographic

variables and knowledge scores of the students.

7.2.10. PILOT STUDY

The study will be conducted with 10% i.e. 6 samples. The purpose to conduct the

pilot study is to verify the feasibility to conduct main study and design on plan of

statistical analysis.

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7.2 DOES THE STUDY REQUIRE ANY INVESTIGATION OR

INTERVENTIONS TO BE CONDUCTED ON PATIENTS OR

OTHER HUMANS OR ANIMALS?

Since the study design is Quasi-experimental in nature, investigation or interventions

are not required.

7.3 HAS ETHICAL CLEARANCE BEEN OBTAINED FROM THE

INSTITUTION?

Ethical clearance will be obtained from the authorities of selected colleges of Nursing,

Bangalore, where the study is scheduled to be conducted and from the research

committee of Christian College of Nursing.

Informed consent will be obtained from the subjects enrolled for the study.

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9. SIGNATURE OF THE STUDENT

10. REMARKS OF THE GUIDE

11. NAME AND DESIGNATION OF

24

11.1 GUIDE MRS. N.LAKKI JOY PROFESSOR IN PSYCHIATRIC NURSING

11.2 SIGNATURE

11.3 HEAD OF THE DEPARTMENT

MRS. N. LAKKI JOY PROFESSOR IN PSYCHIATRIC NURSING

11.4 SIGNATURE

12 REMARKS OF THE CHAIRMAN / PRINCIPAL

12.1 SIGNATURE

25