A Study to Assess the Knowledge on Emotional Intelligence and Its Relation With Job Succession Among Staff Nurses in Selected Hospital, Odisha, India

A Study to Assess the Knowledge on Emotional Intelligence and Its Relation With Job Succession Among Staff Nurses in Selected Hospital, Odisha, India | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A Study to Assess the Knowledge on Emotional Intelligence and Its Relation With Job Succession Among Staff Nurses in Selected Hospital, Odisha, India Suchismita Pahantasingh, Sephali Moharana, Jhunilata Pradhan, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7073946/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Introduction: Emotional intelligence, or EI, is "a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way." Emotional intelligence is one of the traits associated with success in life. By assisting staff members in developing their emotional intelligence, numerous problems in management, education, and health can be fixed. Aim: To explore the knowledge regarding emotional intelligence and its relation with job succession among staff nurses. Materials and Methods : A cross sectional descriptive study was carried out through survey method among 200 staff nurses working at IMS and SUM Hospital, Bhubaneswar, India. Total enumerative sampling technique was adopted. The self-structured emotional intelligence questionnaire and job succession questionnaires were used to measure on staff nurses' emotional intelligence and level of job satisfaction. The obtained data were analysed by Descriptive statistics, and chi-square test were done to see the association with the knowledge and job succession with various demographic variables through SPSS 20 Version.. Results : It was observed that 51.5% of the staff nurses have high level of knowledge on emotional intelligence and 48.5% have average level of knowledge on emotional intelligence. In relation to job succession 53.5% of the staff nurses have high level of job succession and 93 46.5% have average level of job succession. Knowledge on emotional intelligence was found to have a strong positive correlation with job succession as the r value was 0.975. Conclusion: All the participant had high level of knowledge on emotional intelligence and job succession. Knowledge was found to have a strong positive correlation with job succession. Incorporating training in emotional intelligence into nursing education and in-service training is needed to improve job performance, leadership potential, and interpersonal skills. Clinical Trial Number- Not applicable Knowledge Emotional intelligence staff Nurses Job satisfaction Figures Figure 1 BACKGROUND What humans feel are called emotions. They are quite old in terms of evolution and present in all mammals. Hormones and the unconscious mind work together to create emotions. We can only consciously manage our emotions with extreme difficulty. They make mammals alter their behaviour in response to shifting circumstances. Emotions are complicated. Some theories claim that they are a feeling state that causes psychological and bodily changes that affect our behaviour. The nervous system's arousal and the physiology of emotion are intimately related, with different arousal levels and states seemingly associated with different emotions. [ 1 ] An evaluation of oneself in relation to the nine (9) forms of intelligence is the way to go given the growing demand for self-awareness. Multi Health System, Inc. defines emotional intelligence (EI) as "a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way." Emotional intelligence is a subtype of social intelligence. [ 2 ] One of the qualities linked to success in life is emotional intelligence. It involves the capacity to keep an eye on one's own emotions as well as those of others and to distinguish between them. Many issues in management, education, and health can be resolved by helping employees become more emotionally intelligent. The amount of research on the emotional components of organizational work is increasing. In many organizations, administrative authorities have utilized the idea of emotional intelligence to explain problems pertaining to leadership, organizational commitment, performance, absenteeism, and job satisfaction. It is endorsed as an essential component of superior job performance profiles, employee conduct and organizational procedures that create an exceptional environment for service delivery, and employee concern for quality and dispute resolution skills. [ 3 ] The nursing profession is one of dignity. Regardless of their unique situation, nurses work hard to provide their patients with high-quality treatment. One Emotional intelligence (EI) is the capacity to recognize and integrate emotions to assist cognition, understand emotions, and regulate emotions to improve both personal and professional development [ 4 ]. Based on human interactions, emotional intelligence is a crucial prerequisite that calls for technical know-how, psychologically oriented care, self-awareness, and the ability of nursing staff to address issues in management, education, and health. Research has shown that higher levels of emotional intelligence contribute to improved communication, leadership, conflict resolution, and overall job performance [ 5 ]. Two approaches have commonly been used to define job satisfaction: a phase approach that focuses on employees' attitudes toward various aspects of their jobs, and a global approach that encompasses employees' overall attitudes and feelings. The broad approach considers employees' attitudes and feelings about their work experience as a whole. Employees who are more satisfied with their jobs deliver better care and produce better results. To lessen stress and increase job satisfaction, workers with higher emotional intelligence are better able to identify and manage dissatisfaction and stress-related emotions. [ 6 ] Perceiving emotions, integrating emotions to support ideas, comprehending emotions, and controlling emotions to foster personal development are all components of emotional intelligence. In a particular situation, emotional intelligence is correlated with and somewhat predicts job succession. Research has indicated a beneficial relationship between job succession and emotional intelligence in the hospitality industry. Understanding and controlling emotions is made easier with emotional intelligence, which empowers employees to take charge of their job. [ 7 ] Considering the critical responsibilities that nurse’s play in providing high-quality healthcare. Ensuring their job succession is crucial. Understanding nurses' motivations and the extent to which organizations and other environmental factors meet them is crucial. [ 8 ] Hospital employees typically deal with emotionally charged situations like births, illnesses, accidents, and deaths on a regular basis. However, in addition to their professional duty to work at their highest level, nurses are expected to handle such stressful situations. Higher job succession scores among staff members indicate higher-quality care and better results for the hospital. [ 9 ] A key requirement for success in both the personal and professional spheres is emotional intelligence and job happiness. [ 4 ] Workers with greater emotional intelligence are better able to identify and manage stress-related and frustration-related emotions. These workers are also able to recognize and manage their professional needs, which lead to an increase in job succession. These workers have better interpersonal relationships and are able to regulate their emotions.In addition to influencing individual job succession, effective management, and organizational development, emotional intelligence can foster a positive work environment. [ 10 ] METHODS Study design and setting The current study was a cross sectional descriptive study designed to assess the correlation between emotional intelligence and job succession among staff nurses of IMS and Sum Hospital, Bhubaneswar, Odisha, India. Study participants and sampling Participants working in selected tertiary care hospitals of Bhubaneswar, willing to participate in the study and available at the time of data collection were included in the study whereas participants who have undergone training in emotional intelligence and job satisfaction and are not interested to participate in the study were excluded from the study. 200 staff nurses were selected for the study by using Rao software at 5% error and 95% confidence. Instruments The self-structured emotional intelligence questionnaire and job succession questionnaires were used for data collection. The instruments were validated by 5 experts from different disciplines. Questionnaire was distributed to participants for data collection. A pilot study was conducted on 10% sample size was found feasible. Socio-demographic variables Socio- demographic Performa included 11 items such as age, gender, educational qualification, marital status, type of family, no of family members, area of working, year of experience, monthly income, duration of work per day, attend any faculty development programme related to Emotional Intelligence. Self-structured Emotional Intelligence Questionnaire Carries 18 items used to measure staff nurses' emotional intelligence. Every item has four choices, one of which is correct and the others are incorrect. One correct response is worth one mark, while one incorrect response is worth zero. The emotional intelligence scale has a maximum possible score of 18 points, which can be interpreted as follows: There are three levels of emotional intelligence: low (0–6 points), average (7–12 points), and high (13–18 points). Self-structured job successions questionnaire It is a self-structured questionnaire with ten questions. A 5-point Likert scale, with 1 denoting "strongly disagree," 2 "disagree," 3 "neutral," 4 "agree," and 5 "strongly agree," is used to score each item. The cumulative score of the ten items, which varies from 10 to 50, indicates the overall level of satisfaction. When the score is greater, it means that the person is very satisfied; conversely, when the score is lower,it means that the person is not as satisfied. It falls into one of the following categories like High level of satisfaction is indicated by a score above 38; Average level of satisfaction is indicated by a score between 14 and 37, and A low degree of satisfaction is indicated by a score of 0–13. Instrument Reliability Reliability, indicating measurement accuracy and consistency, was assessed using Cronbach’s alpha. The Job Succession Questionnaire showed a coefficient of 0.78, exceeding the acceptable threshold of 0.70 (Nunnally, 1978), confirming its suitability for further analysis. Data collection procedure After obtaining the permission, detailed information including purposes of the study was clearly explained to the participants. Participants were called to the common room of each ward and made them comfortable. The data collection was done from Dec,2021to January 2022. Self-structured questionnaires were given to the participants to check their emotional intelligence and its relation with job succession. Instruction related to tool were given and adequate explanation regarding the study was given. Ethical consideration The study was conducted after getting the approval from the Institutional Review Board of Sum Nursing College, Siksha O Anusandhan University (SOADU/SNC/IRB264/2021). The study was conducted according to the principle of the Declaration of Helsinki. Data anonymity and confidentiality was maintained throughout the study. Informed written consent was obtained from the participants and ensured them to maintain the data confidentiality. Autonomy was given to withdraw from the study at any point of time. Statistical analysis Statistical analysis was performed using the (SPSS) version 20, Descriptive statistics and inferential statistics were used for data analysis. The collected data was analysed by using descriptive statistics such as percentage, mean and standard deviation. A coefficient of correlation test (‘r’) was used to assess the relationship between the nurse’s emotional intelligence and job succession. RESULTS Table 1: Frequency and Percentage of Socio-Demographic Variables N=200 Socio demographic variables Frequency (f) Percentage (%) Age in years 20-29 30-39 163 37 81.5 18.5 Gender Male Female 19 181 9.5 90.5 Educational qualification GNM Nursing BSC Nursing Post Basic Nursing 161 20 19 80.5 10 9.5 Marital status Single Married Separated 122 77 1 61 38.5 0.5 Type of family Nuclear Joint 132 68 66 34 No. of family members 2 3 4 >4 8 50 77 65 4 25 38.5 32.5 Area of working General ward ICU Others 89 52 59 44.5 26 29.5 Year of experience 5 years 17 41 113 29 8.5 20.5 56.5 14.5 Monthly income in rupees 20001 9 99 72 20 4.5 49.5 36 10 Duration of work per day 6 hours 8 hours 12 hours 158 42 0 79 21 0 Attend any faculty development programme r/t emotional intelligence Yes No 38 162 19 81 Table 1 revealed that majority of the study participants were between age group 20-29 years (81.5%) and were female (90.5%). Majority of the staff nurses 80.5% have completed their GNM Nursing. Maximum staff nurses were single (61%), belongs to Nuclear family (66%) and have more than three family members (38.5%). Subject to area of working 44.5 % of participants were working in General ward, 56.5% have 1-5 years of experience, 49.5% were getting salary between Rs-10001-15000. Maximum number of participants 79% were working 6 hours per day. According to attainment of faculty development program related to emotional intelligence 81% have not attended any such program as shown in Table 1 for details. Table 2: Frequency and percentage distribution of the subjects according to Level of Knowledge Regarding Emotional Intelligence. N= 200 Level of knowledge Category Frequency (f) Percentage (%) Low 0-6 NIL NIL Average 7-12 97 48.5 High 13-18 103 51.5 Total 200 100 According to Table-2the majority 103 (51.5%) of the staff nurses have high level of emotional intelligence and 97 (48.5%) have average level of emotional intelligence and none of the participants have low level of emotional intelligence. see Table 2 Table- 3 Frequency and percentage distribution of the subjects according to Level of job succession. N=200 Level of job succession Category Frequency(f) Percentage (%) Low 0-13 NIL NIL Average 14-37 93 46.5 High 38-50 107 53.5 Total 200 100 Table-3 found that majority 107 (53.5%) of the staff nurses have high level of job succession and 93 (46.5%) have average level of job succession and none of the participants have low level of job succession Table 4: Relationship between Knowledge and Job Succession among Staff Nu rses SL.NO ITEMS r Value Inference 1 2 Knowledge Job succession 0.975 Statistically positive co-relation It was revealed that as the r value is 0.975, there is statistically significant, positive link between staff nurses' knowledge and job succession which was notified in Table 4. DISCUSSION This study looked at the demographics of staff nurses and investigated the connections between job succession, emotional intelligence, and other professional and demographic factors. According to the demographic profile described in Table 1 the majority of participants were female (90.5%), young (81.5%), and qualified in general nursing and midwifery (GNM) (80.5%). The majority of participants came from nuclear households (66%), were single (61%), and had one to five years of experience (56.5%). These results are consistent with the demographic makeup of many nursing schools in developing nations, where the field is still dominated by women and focuses on early careers. Over half of the participants showed high levels of job succession preparation (53.5%) and emotional intelligence (51.5%). Crucially, neither job succession nor emotional intelligence scores fell into the poor range for any of the participants [ 12 ]. This can be a result of contemporary nursing education and training programs' growing emphasis on soft skills and job progression. Knowledge and job succession were found to be positively correlated statistically, confirming the idea that cognitive awareness and preparation have a direct impact on leadership potential and career development.[ 13 ] According to the analysis, understanding of emotional intelligence was substantially correlated with salary, the amount of time spent working each day, and involvement in faculty development programs pertaining to emotional intelligence (p < 0.05). These results are consistent with research by Al-Hamdan et al. (2023), who found that nurses who had access to ongoing professional development and equitable pay were more likely to exhibit higher emotional intelligence, which in turn enhanced their capacity to manage interpersonal relationships and work-related stress [ 14 ]. Furthermore, years of experience and married status were shown to be very significant[ 15 ], indicating that, as shown in earlier studies, emotional maturity and accumulated professional exposure significantly contribute to emotional intelligence [ 16 ]. On the other hand, this study found no significant correlation between emotional intelligence and factors like gender, educational background, or place of employment. This is in contrast to some earlier research that found a favourable correlation between emotional intelligence and educational attainment [ 17 ]. The sample's uniform educational background—the majority of participants were GNM-trained—could be one reason, as it makes it more difficult to identify variations. Age, marital status, and participation in faculty development programs were found to have statistically significant associations with job succession (p < 0.05). This is consistent with the findings of Day et al. (2008), who highlighted the close relationship between leadership development and age-related maturity, support systems (e.g., marital stability), and structured professional development opportunities [ 18 ]. There was no significant correlation found between other demographic variables, indicating that exposure and personal growth may have a greater impact on nursing career succession than fundamental demographic or intellectual traits. The study's overall conclusions imply that developing emotional intelligence and training nurses for leadership positions in the future call for a multipronged strategy. Programs for faculty development, fair pay, and workload management should be given top priority by institutions as important ways to improve emotional intelligence and succession planning preparedness. Furthermore, understanding the impact of life stage (e.g., years of experience, married status) and experienced learning can assist customize mentoring programs and support networks. LIMITATIONS The current study is carrying some limitations. First, the study is limited to single setting only i.e. nurses of IMS and SUM Hospital, Bhubaneswar, Odisha, India. Second, Total enumerative sampling technique was used which limits generalisation and may introduce selection bias in the study. The cross sectional study design limits causal relationship of the study. Emphasizing and recommending the future study can be conducted with larger sample with longitudinal design. CONCLUSION The findings of this study highlight the significant role emotional intelligence plays in the professional development and job succession of nurses. The majority of participants demonstrated a moderate level of knowledge regarding emotional intelligence, suggesting a need for further education and training in this area. A positive correlation was observed between emotional intelligence and job succession, indicating that nurses who possess higher emotional intelligence are more likely to experience career advancement. Abbreviations K Knowledge J.S Job succession S Significant NS Non significant HS Highly significant Declarations Funding The researcher has not received any financial support for research, authorship and publication. Competing interest There is no competing interests. Data availability The data set used in the present study are available from corresponding author on reasonable request. Ethic approval Clinical trial registry is not applicable to this study but approval was obtained from the Institutional Review Board of Sum Nursing College, Siksha O Anusandhan University (SOADU/SNC/IRB264/2021). The study was conducted according to the principle of the Declaration of Helsinki. Data anonymity and confidentiality was maintained throughout the study. Consent to participate Informed written consent was obtained from the participants and ensured them to maintain the data confidentiality. Autonomy was given to withdraw from the study at any point of time. Participants are ensured that there will be no harm to them. Consent for publication Not applicable Author contribution Conceptualization: SP, Methodology- SP, SM, Data collection: SK, JR, IS Data analysis: JP, NN, Drafting: SP, JR Journal Communication: SP References Ahwal S, Daniel S. A Comparative Study to Assess the Emotional Quotient of Staff Nurses Working in a Private and a Government Hospital of New Delhi. Int J NursMidwif Res. 2016;3(4):2–7. Owens A. What is Emotional Intelligence in Nursing? https://www.purdueglobal.edu. Purdue Global. Accessed on 26 of April 2024. Ezaabadi MR, Bahrami MA, Hadizaden F, Arab M, Nasi S, Amiresmai M et al. Nurses' Emotional Intelligence Impact on the Quality of Hospital Services. Iran Red Crescent Medical Journal. [Cited 20121;14(12):758 – 63. Available from: http://www.ncbi.n/m.nih.gov Akerjordet K, Severinsson E. Emotional intelligence: a review of the literature with specific focus on empirical and epistemological perspectives. J Clin Nurs. 2007;16(8):1405–16. Goleman D. Working with emotional intelligence. New York: Bantam Books; 1998. Sharma DK, Dangi P, Sharma MK, Patidar J, Kumar T, Vats M. Emotional intelligence and job satisfaction among staff nurses: a cross-sectional study. Int J Res Med Sci. 2023;11:4409–15. Landa JMA, Lopez-zafra E. The impact of emotional intelligence on nursing an overview. Psychol. [Cited 20101;1(1):50 – 8. Available from: http://www.SciRP.Orgjournal/Psych Pillary R. Work satisfaction of professional nurses in South Africa: A comparative analysis of the public and private sectors. Human Resources for Health. [Cited 2009 Febl; 7(1):1–15. Available from: http://www.ncbi.nlm.nih.gov Carmeli A. The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior managers. J Managerial Psychol [Cited 2013];18(8): 788–813. Hosseinian S, YazdiSM,Zahraie S, Fathi-Ashtiani A. Emotional intelligence and job satisfaction. Journal of Applied Science. [Cited 2008];8(5):903-6. Sharma P, Bhatia A, Sharma N. Emotional intelligence and work performance among nurses: A review. J Health Manag. 2021;23(1):35–45. Goleman D. Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books; 1995. Cummings GG, Tate K, Lee S, Wong CA, Paananen T, Micaroni SPM. Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. Int J Nurs Stud. 2021;115:103827. Al-Hamdan Z, Manojlovich M, Tanima B. The relationship between emotional intelligence and organizational commitment among nurses working in governmental hospitals in Jordan. BMC Nurs. 2023;22(1):123. Codier E, Kamikawa C. Emotional intelligence, performance, and retention in clinical staff nurses. NursAdm Q. 2011;35(4):323–9. Joseph DL, Newman DA. Emotional intelligence: An integrative meta-analysis and cascading model. J Appl Psychol. 2010;95(1):54–78. Montes-Berges B, Augusto JM. Exploring the relationship between perceived emotional intelligence, coping, social support and mental health in nursing students. J PsychiatrMent Health Nurs. 2007;14(2):163–71. Day DV, Harrison MM, Halpin SM. An Integrative Approach to Leader Development: Connecting Adult Development, Identity, and Expertise. New York: Psychology; 2008. Additional Declarations No competing interests reported. Supplementary Files Jobsuccessionquestionnaire.docx KnowledgeonEmotionalIntelligenceQuestionnaire.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 06 Sep, 2025 Reviews received at journal 25 Aug, 2025 Reviews received at journal 16 Aug, 2025 Reviewers agreed at journal 02 Aug, 2025 Reviewers agreed at journal 30 Jul, 2025 Reviewers agreed at journal 19 Jul, 2025 Reviewers invited by journal 17 Jul, 2025 Editor assigned by journal 17 Jul, 2025 Submission checks completed at journal 16 Jul, 2025 First submitted to journal 16 Jul, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7073946","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":487897856,"identity":"10df54df-cbc2-4113-80f6-b8efdf2e188b","order_by":0,"name":"Suchismita 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They are quite old in terms of evolution and present in all mammals. Hormones and the unconscious mind work together to create emotions. We can only consciously manage our emotions with extreme difficulty. They make mammals alter their behaviour in response to shifting circumstances. Emotions are complicated. Some theories claim that they are a feeling state that causes psychological and bodily changes that affect our behaviour. The nervous system's arousal and the physiology of emotion are intimately related, with different arousal levels and states seemingly associated with different emotions. [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eAn evaluation of oneself in relation to the nine (9) forms of intelligence is the way to go given the growing demand for self-awareness. Multi Health System, Inc. defines emotional intelligence (EI) as \"a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way.\" Emotional intelligence is a subtype of social intelligence. [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eOne of the qualities linked to success in life is emotional intelligence. It involves the capacity to keep an eye on one's own emotions as well as those of others and to distinguish between them. Many issues in management, education, and health can be resolved by helping employees become more emotionally intelligent. The amount of research on the emotional components of organizational work is increasing. In many organizations, administrative authorities have utilized the idea of emotional intelligence to explain problems pertaining to leadership, organizational commitment, performance, absenteeism, and job satisfaction. It is endorsed as an essential component of superior job performance profiles, employee conduct and organizational procedures that create an exceptional environment for service delivery, and employee concern for quality and dispute resolution skills. [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eThe nursing profession is one of dignity. Regardless of their unique situation, nurses work hard to provide their patients with high-quality treatment. One Emotional intelligence (EI) is the capacity to recognize and integrate emotions to assist cognition, understand emotions, and regulate emotions to improve both personal and professional development [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Based on human interactions, emotional intelligence is a crucial prerequisite that calls for technical know-how, psychologically oriented care, self-awareness, and the ability of nursing staff to address issues in management, education, and health. Research has shown that higher levels of emotional intelligence contribute to improved communication, leadership, conflict resolution, and overall job performance [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eTwo approaches have commonly been used to define job satisfaction: a phase approach that focuses on employees' attitudes toward various aspects of their jobs, and a global approach that encompasses employees' overall attitudes and feelings. The broad approach considers employees' attitudes and feelings about their work experience as a whole. Employees who are more satisfied with their jobs deliver better care and produce better results. To lessen stress and increase job satisfaction, workers with higher emotional intelligence are better able to identify and manage dissatisfaction and stress-related emotions. [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]\u003c/p\u003e\u003cp\u003ePerceiving emotions, integrating emotions to support ideas, comprehending emotions, and controlling emotions to foster personal development are all components of emotional intelligence. In a particular situation, emotional intelligence is correlated with and somewhat predicts job succession. Research has indicated a beneficial relationship between job succession and emotional intelligence in the hospitality industry. Understanding and controlling emotions is made easier with emotional intelligence, which empowers employees to take charge of their job. [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eConsidering the critical responsibilities that nurse\u0026rsquo;s play in providing high-quality healthcare. Ensuring their job succession is crucial. Understanding nurses' motivations and the extent to which organizations and other environmental factors meet them is crucial. [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] Hospital employees typically deal with emotionally charged situations like births, illnesses, accidents, and deaths on a regular basis. However, in addition to their professional duty to work at their highest level, nurses are expected to handle such stressful situations. Higher job succession scores among staff members indicate higher-quality care and better results for the hospital. [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eA key requirement for success in both the personal and professional spheres is emotional intelligence and job happiness. [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] Workers with greater emotional intelligence are better able to identify and manage stress-related and frustration-related emotions. These workers are also able to recognize and manage their professional needs, which lead to an increase in job succession. These workers have better interpersonal relationships and are able to regulate their emotions.In addition to influencing individual job succession, effective management, and organizational development, emotional intelligence can foster a positive work environment. [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003e\u003cb\u003eStudy design and setting\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe current study was a cross sectional descriptive study designed to assess the correlation between emotional intelligence and job succession among staff nurses of IMS and Sum Hospital, Bhubaneswar, Odisha, India.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStudy participants and sampling\u003c/b\u003e\u003c/p\u003e\u003cp\u003eParticipants working in selected tertiary care hospitals of Bhubaneswar, willing to participate in the study and available at the time of data collection were included in the study whereas participants who have undergone training in emotional intelligence and job satisfaction and are not interested to participate in the study were excluded from the study. 200 staff nurses were selected for the study by using Rao software at 5% error and 95% confidence.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstruments\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe self-structured emotional intelligence questionnaire and job succession questionnaires were used for data collection. The instruments were validated by 5 experts from different disciplines. Questionnaire was distributed to participants for data collection. A pilot study was conducted on 10% sample size was found feasible.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSocio-demographic variables\u003c/b\u003e\u003c/p\u003e\u003cp\u003eSocio- demographic Performa included 11 items such as age, gender, educational qualification, marital status, type of family, no of family members, area of working, year of experience, monthly income, duration of work per day, attend any faculty development programme related to Emotional Intelligence.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSelf-structured Emotional Intelligence Questionnaire\u003c/b\u003e\u003c/p\u003e\u003cp\u003eCarries 18 items used to measure staff nurses' emotional intelligence. Every item has four choices, one of which is correct and the others are incorrect. One correct response is worth one mark, while one incorrect response is worth zero. The emotional intelligence scale has a maximum possible score of 18 points, which can be interpreted as follows: There are three levels of emotional intelligence: low (0\u0026ndash;6 points), average (7\u0026ndash;12 points), and high (13\u0026ndash;18 points).\u003c/p\u003e\u003cp\u003e\u003cb\u003eSelf-structured job successions questionnaire\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIt is a self-structured questionnaire with ten questions. A 5-point Likert scale, with 1 denoting \"strongly disagree,\" 2 \"disagree,\" 3 \"neutral,\" 4 \"agree,\" and 5 \"strongly agree,\" is used to score each item. The cumulative score of the ten items, which varies from 10 to 50, indicates the overall level of satisfaction. When the score is greater, it means that the person is very satisfied; conversely, when the score is lower,it means that the person is not as satisfied.\u003c/p\u003e\u003cp\u003eIt falls into one of the following categories like High level of satisfaction is indicated by a score above 38; Average level of satisfaction is indicated by a score between 14 and 37, and\u003c/p\u003e\u003cp\u003eA low degree of satisfaction is indicated by a score of 0\u0026ndash;13.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstrument Reliability\u003c/b\u003e\u003c/p\u003e\u003cp\u003eReliability, indicating measurement accuracy and consistency, was assessed using Cronbach\u0026rsquo;s alpha. The Job Succession Questionnaire showed a coefficient of 0.78, exceeding the acceptable threshold of 0.70 (Nunnally, 1978), confirming its suitability for further analysis.\u003c/p\u003e\u003cp\u003e\u003cb\u003eData collection procedure\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAfter obtaining the permission, detailed information including purposes of the study was clearly explained to the participants. Participants were called to the common room of each ward and made them comfortable. The data collection was done from Dec,2021to January 2022. Self-structured questionnaires were given to the participants to check their emotional intelligence and its relation with job succession. Instruction related to tool were given and adequate explanation regarding the study was given.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEthical consideration\u003c/b\u003e\u003c/p\u003e\u003cp\u003e The study was conducted after getting the approval from the Institutional Review Board of Sum Nursing College, Siksha O Anusandhan University (SOADU/SNC/IRB264/2021). The study was conducted according to the principle of the Declaration of Helsinki. Data anonymity and confidentiality was maintained throughout the study. Informed written consent was obtained from the participants and ensured them to maintain the data confidentiality. Autonomy was given to withdraw from the study at any point of time.\u003c/p\u003e\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eStatistical analysis\u003c/h2\u003e\u003cp\u003eStatistical analysis was performed using the (SPSS) version 20, Descriptive statistics and inferential statistics were used for data analysis. The collected data was analysed by using descriptive statistics such as percentage, mean and standard deviation. A coefficient of correlation test (\u0026lsquo;r\u0026rsquo;) was used to assess the relationship between the nurse\u0026rsquo;s emotional intelligence and job succession.\u003c/p\u003e\u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003e\u003cstrong\u003eTable 1: Frequency and Percentage of Socio-Demographic Variables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eN=200\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"642\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSocio demographic variables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (f)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge in years\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e20-29\u003c/p\u003e\n \u003cp\u003e30-39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e163\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e81.5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e18.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e181\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e90.5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducational qualification\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eGNM Nursing\u003c/p\u003e\n \u003cp\u003eBSC Nursing\u003c/p\u003e\n \u003cp\u003ePost Basic Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e161\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e80.5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMarital status\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eSingle\u003c/p\u003e\n \u003cp\u003eMarried\u003c/p\u003e\n \u003cp\u003eSeparated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e122\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e77\u003c/p\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e61\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e38.5\u003c/p\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eType of family\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eNuclear\u003c/p\u003e\n \u003cp\u003eJoint\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e132\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e66\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of family members\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003cp\u003e\u0026gt;4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e77\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e38.5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e32.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eArea of working\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eGeneral ward\u003c/p\u003e\n \u003cp\u003eICU\u003c/p\u003e\n \u003cp\u003eOthers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e89\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e44.5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003cp\u003e29.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYear of experience\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026lt; 6 months\u003c/p\u003e\n \u003cp\u003e7 months-1 years\u003c/p\u003e\n \u003cp\u003e1-5 years\u003c/p\u003e\n \u003cp\u003e\u0026gt;5 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e113\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003cp\u003e20.5\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e56.5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e14.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMonthly income in rupees\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026lt;10000\u003c/p\u003e\n \u003cp\u003e10001-15000\u003c/p\u003e\n \u003cp\u003e15001-20000\u003c/p\u003e\n \u003cp\u003e\u0026gt;20001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e99\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e49.5\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDuration of work per day\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e6 hours\u003c/p\u003e\n \u003cp\u003e8 hours\u003c/p\u003e\n \u003cp\u003e12 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e158\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e79\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAttend any faculty development programme r/t emotional intelligence\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e162\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 274px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e81\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e revealed that majority of the study participants were between age group 20-29 years (81.5%) and were female (90.5%). Majority of the staff nurses 80.5% have completed their GNM Nursing. Maximum staff nurses were single (61%), \u0026nbsp; belongs to Nuclear family (66%) and have more than three family members (38.5%). Subject to area of working 44.5 % of participants were working in General ward, 56.5% have 1-5 years of experience, 49.5% were getting salary between Rs-10001-15000. Maximum number of participants 79% were working 6 hours per day. According to attainment of faculty development program related to emotional intelligence 81% have not attended any such program as shown in Table 1 for details.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Frequency and percentage distribution of the subjects according to Level of Knowledge Regarding Emotional Intelligence.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eN= 200\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"652\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel\u0026nbsp;of knowledge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategory\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u0026nbsp;(f)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage\u0026nbsp;(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLow\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e0-6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eNIL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003eNIL\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e7-12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e48.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHigh\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e13-18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e103\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e51.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 94px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e200\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 236px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Table-2the majority 103 (51.5%) of the staff nurses have high level of emotional intelligence and 97 (48.5%) have average level of emotional intelligence and none of the participants have low level of emotional intelligence. see Table 2\u003c/p\u003e\n\u003cp\u003eTable- 3 \u003cstrong\u003eFrequency and percentage distribution of the subjects according to Level of job succession.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eN=200\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel\u0026nbsp;of job succession\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategory\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency(f)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage\u0026nbsp;(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLow\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;0-13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eNIL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eNIL\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e14-37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e46.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHigh\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e38-50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e107\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e53.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; 200\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable-3\u0026nbsp;\u003c/strong\u003efound that\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003emajority 107 (53.5%) of the staff nurses have high level of job succession and 93 (46.5%) have average level of job succession and none of the participants have low level of job succession\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4: Relationship between Knowledge and Job Succession among Staff Nu\u003c/strong\u003erses\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSL.NO\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eITEMS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 134px;\"\u003e\n \u003cp\u003e\u003cstrong\u003er Value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 167px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInference\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eKnowledge\u003c/p\u003e\n \u003cp\u003eJob succession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 134px;\"\u003e\n \u003cp\u003e\u0026nbsp;0.975\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 167px;\"\u003e\n \u003cp\u003eStatistically positive co-relation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIt was revealed that as the r value is 0.975, there is statistically significant, positive link between staff nurses\u0026apos; knowledge and job succession which was notified in \u003cstrong\u003eTable 4.\u003c/strong\u003e\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis study looked at the demographics of staff nurses and investigated the connections between job succession, emotional intelligence, and other professional and demographic factors. According to the demographic profile described in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e the majority of participants were female (90.5%), young (81.5%), and qualified in general nursing and midwifery (GNM) (80.5%). The majority of participants came from nuclear households (66%), were single (61%), and had one to five years of experience (56.5%). These results are consistent with the demographic makeup of many nursing schools in developing nations, where the field is still dominated by women and focuses on early careers.\u003c/p\u003e\u003cp\u003eOver half of the participants showed high levels of job succession preparation (53.5%) and emotional intelligence (51.5%). Crucially, neither job succession nor emotional intelligence scores fell into the poor range for any of the participants [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. This can be a result of contemporary nursing education and training programs' growing emphasis on soft skills and job progression. Knowledge and job succession were found to be positively correlated statistically, confirming the idea that cognitive awareness and preparation have a direct impact on leadership potential and career development.[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]\u003c/p\u003e\u003cp\u003eAccording to the analysis, understanding of emotional intelligence was substantially correlated with salary, the amount of time spent working each day, and involvement in faculty development programs pertaining to emotional intelligence (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). These results are consistent with research by Al-Hamdan et al. (2023), who found that nurses who had access to ongoing professional development and equitable pay were more likely to exhibit higher emotional intelligence, which in turn enhanced their capacity to manage interpersonal relationships and work-related stress [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Furthermore, years of experience and married status were shown to be very significant[\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e], indicating that, as shown in earlier studies, emotional maturity and accumulated professional exposure significantly contribute to emotional intelligence [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOn the other hand, this study found no significant correlation between emotional intelligence and factors like gender, educational background, or place of employment. This is in contrast to some earlier research that found a favourable correlation between emotional intelligence and educational attainment [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. The sample's uniform educational background\u0026mdash;the majority of participants were GNM-trained\u0026mdash;could be one reason, as it makes it more difficult to identify variations.\u003c/p\u003e\u003cp\u003eAge, marital status, and participation in faculty development programs were found to have statistically significant associations with job succession (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This is consistent with the findings of Day et al. (2008), who highlighted the close relationship between leadership development and age-related maturity, support systems (e.g., marital stability), and structured professional development opportunities [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. There was no significant correlation found between other demographic variables, indicating that exposure and personal growth may have a greater impact on nursing career succession than fundamental demographic or intellectual traits.\u003c/p\u003e\u003cp\u003eThe study's overall conclusions imply that developing emotional intelligence and training nurses for leadership positions in the future call for a multipronged strategy. Programs for faculty development, fair pay, and workload management should be given top priority by institutions as important ways to improve emotional intelligence and succession planning preparedness. Furthermore, understanding the impact of life stage (e.g., years of experience, married status) and experienced learning can assist customize mentoring programs and support networks.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLIMITATIONS\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe current study is carrying some limitations. First, the study is limited to single setting only i.e. nurses of IMS and SUM Hospital, Bhubaneswar, Odisha, India. Second, Total enumerative sampling technique was used which limits generalisation and may introduce selection bias in the study. The cross sectional study design limits causal relationship of the study. Emphasizing and recommending the future study can be conducted with larger sample with longitudinal design.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe findings of this study highlight the significant role emotional intelligence plays in the professional development and job succession of nurses. The majority of participants demonstrated a moderate level of knowledge regarding emotional intelligence, suggesting a need for further education and training in this area. A positive correlation was observed between emotional intelligence and job succession, indicating that nurses who possess higher emotional intelligence are more likely to experience career advancement.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eK\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eKnowledge\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eJ.S\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eJob succession\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eS\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eSignificant\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eNS\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eNon significant\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eHS\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eHighly significant\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researcher has not received any financial support for research, authorship and publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere is no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data set used in the present study are available from corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthic approval\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial registry is not applicable to this study but approval was obtained from the\u0026nbsp;Institutional Review Board of Sum Nursing College, Siksha O Anusandhan University (SOADU/SNC/IRB264/2021). The study was conducted according to the principle of the Declaration of Helsinki. Data anonymity and confidentiality was maintained throughout the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed written consent was obtained from the participants and ensured them to maintain the data confidentiality. Autonomy was given to withdraw from the study at any point of time. Participants are ensured that there will be no harm to them.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization: SP, Methodology- SP, SM, Data collection: SK, JR, IS Data analysis: JP, NN, Drafting: SP, JR Journal Communication: SP\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAhwal S, Daniel S. A Comparative Study to Assess the Emotional Quotient of Staff Nurses Working in a Private and a Government Hospital of New Delhi. Int J NursMidwif Res. 2016;3(4):2\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eOwens A. What is Emotional Intelligence in Nursing? https://www.purdueglobal.edu. Purdue Global. Accessed on 26 of April 2024.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEzaabadi MR, Bahrami MA, Hadizaden F, Arab M, Nasi S, Amiresmai M et al. Nurses' Emotional Intelligence Impact on the Quality of Hospital Services. Iran Red Crescent Medical Journal. [Cited 20121;14(12):758\u0026thinsp;\u0026ndash;\u0026thinsp;63. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.ncbi.n/m.nih.gov\u003c/span\u003e\u003cspan address=\"http://www.ncbi.n/m.nih.gov\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAkerjordet K, Severinsson E. Emotional intelligence: a review of the literature with specific focus on empirical and epistemological perspectives. J Clin Nurs. 2007;16(8):1405\u0026ndash;16.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGoleman D. Working with emotional intelligence. New York: Bantam Books; 1998.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSharma DK, Dangi P, Sharma MK, Patidar J, Kumar T, Vats M. Emotional intelligence and job satisfaction among staff nurses: a cross-sectional study. Int J Res Med Sci. 2023;11:4409\u0026ndash;15.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLanda JMA, Lopez-zafra E. The impact of emotional intelligence on nursing an overview. Psychol. [Cited 20101;1(1):50\u0026thinsp;\u0026ndash;\u0026thinsp;8. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.SciRP.Orgjournal/Psych\u003c/span\u003e\u003cspan address=\"http://www.SciRP.Orgjournal/Psych\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePillary R. Work satisfaction of professional nurses in South Africa: A comparative analysis of the public and private sectors. Human Resources for Health. [Cited 2009 Febl; 7(1):1\u0026ndash;15. Available from:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.ncbi.nlm.nih.gov\u003c/span\u003e\u003cspan address=\"http://www.ncbi.nlm.nih.gov\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCarmeli A. The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior managers. J Managerial Psychol [Cited 2013];18(8): 788\u0026ndash;813.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHosseinian S, YazdiSM,Zahraie S, Fathi-Ashtiani A. Emotional intelligence and job satisfaction. Journal of Applied Science. [Cited 2008];8(5):903-6.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSharma P, Bhatia A, Sharma N. Emotional intelligence and work performance among nurses: A review. J Health Manag. 2021;23(1):35\u0026ndash;45.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGoleman D. Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books; 1995.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCummings GG, Tate K, Lee S, Wong CA, Paananen T, Micaroni SPM. Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. Int J Nurs Stud. 2021;115:103827.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAl-Hamdan Z, Manojlovich M, Tanima B. The relationship between emotional intelligence and organizational commitment among nurses working in governmental hospitals in Jordan. BMC Nurs. 2023;22(1):123.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCodier E, Kamikawa C. Emotional intelligence, performance, and retention in clinical staff nurses. NursAdm Q. 2011;35(4):323\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJoseph DL, Newman DA. Emotional intelligence: An integrative meta-analysis and cascading model. J Appl Psychol. 2010;95(1):54\u0026ndash;78.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMontes-Berges B, Augusto JM. Exploring the relationship between perceived emotional intelligence, coping, social support and mental health in nursing students. J PsychiatrMent Health Nurs. 2007;14(2):163\u0026ndash;71.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDay DV, Harrison MM, Halpin SM. An Integrative Approach to Leader Development: Connecting Adult Development, Identity, and Expertise. New York: Psychology; 2008.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Knowledge, Emotional, intelligence, staff Nurses, Job satisfaction","lastPublishedDoi":"10.21203/rs.3.rs-7073946/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7073946/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction: \u003c/strong\u003eEmotional intelligence, or EI, is \"a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way.\" Emotional intelligence is one of the traits associated with success in life. By assisting staff members in developing their emotional intelligence, numerous problems in management, education, and health can be fixed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAim: \u003c/strong\u003eTo explore the knowledge regarding emotional intelligence and its relation with job succession among staff nurses.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials and Methods\u003c/strong\u003e: A cross sectional descriptive study was carried out through survey method among 200 staff nurses working at IMS and SUM Hospital, Bhubaneswar, India. Total enumerative sampling technique was adopted. The self-structured emotional intelligence questionnaire and job succession questionnaires were used to measure on staff nurses' emotional intelligence and level of job satisfaction. The obtained data were analysed by Descriptive statistics, and chi-square test were done to see the association with the knowledge and job succession with various demographic variables through SPSS 20 Version..\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: It was observed that 51.5% of the staff nurses have high level of knowledge on emotional intelligence and 48.5% have average level of knowledge on emotional intelligence. In relation to job succession 53.5% of the staff nurses have high level of job succession and 93 46.5% have average level of job succession. Knowledge on emotional intelligence was found to have a strong positive correlation with job succession as the r value was 0.975.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eAll the participant had high level of knowledge on emotional intelligence and job succession.\u003cstrong\u003e \u003c/strong\u003eKnowledge was found to have a strong positive correlation with job succession. Incorporating training in emotional intelligence into nursing education and in-service training is needed to improve job performance, leadership potential, and interpersonal skills.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number-\u003c/strong\u003e Not applicable\u003c/p\u003e","manuscriptTitle":"A Study to Assess the Knowledge on Emotional Intelligence and Its Relation With Job Succession Among Staff Nurses in Selected Hospital, Odisha, India","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-23 02:10:32","doi":"10.21203/rs.3.rs-7073946/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2025-09-06T17:37:35+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-25T07:20:38+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-16T16:57:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"288777881810574149854611861906310132748","date":"2025-08-02T06:32:38+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"286458155652101799096190427965510406225","date":"2025-07-30T07:08:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"71203847603379927646640142607122029609","date":"2025-07-19T17:20:14+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-17T14:57:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-17T04:25:52+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-16T07:37:24+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Nursing","date":"2025-07-16T06:27:20+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"65dc0816-8593-42cd-944c-a76c3fb5812d","owner":[],"postedDate":"July 23rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-07-23T02:10:33+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-23 02:10:32","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7073946","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7073946","identity":"rs-7073946","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}