Objective: This study aimed to describe the structural relationships between emotional intelligence, communication skills, and clinical leadership and to present a model. Material and Methods: The present study is a descriptive and correlational research. The sample of the study consisted of 453 health sciences students determined by using the convenience sample method. Rotterdam Emotional Intelligence Scale, Communication Skills Scale, and Clinical Leadership Scale were used to measure the latent variables of the study. The data of the study were collected between June-July 2021. The data were analyzed using IBM SPSS 24 and Amos 21 programs. The study protocol was approved by the ethics committee of a public university to conduct the study. Results: The relationships between the latent variables of the study were in the expected direction and statistically significant (p<0.001) and the proposed final conceptual model fit the data. It was found that emotional intelligence had a direct positive effect on communication skills, while communication skills had a direct positive effect on clinical leadership. While emotional intelligence did not have a direct effect on clinical leadership, it was found to have a positive effect through communication skills. In the final model, while emotional intelligence explained 76% of communication skills, emotional intelligence and communication skills explained 50% of clinical leadership. Conclusion: This research shows that health sciences students with high levels of emotional intelligence can demonstrate clinical leadership characteristics by communicating more effectively. The results emphasize that these skills should be considered to develop clinical leadership in healthcare workplaces.
Keywords: Emotional intelligence; communication; leadership; mediation analysis
Amaç: Bu araştırmanın amacı; duygusal zekâ, iletişim becerisi ve klinik liderlik arasındaki yapısal ilişkileri tanımlamak ve bir model ortaya koymaktır. Gereç ve Yöntemler: Bu, tanımlayıcı ve ilişkisel bir araştırmadır. Kolayda örnekleme yöntemi kullanılarak belirlenen 453 sağlık bilimleri öğrencisi araştırmanın örneklemini oluşturdu. Çalışmanın gizil değişkenlerini ölçmek için ''Rotterdam Duygusal Zekâ Ölçeği'', ''İletişim Beceriler Ölçeği'' ve ''Klinik Liderlik Ölçeği'' kullanıldı. Araştırmanın verileri Haziran Temmuz 2021 tarihleri arasında toplandı. Veriler, IBM SPSS Statistics 24 and Amos 21 programları aracılığıyla analiz edildi. Araştırma gerçekleştirilebilmesi için çalışma protokolü bir kamu üniversitesinin etik kurul tarafından onaylandı. Bulgular: Araştırmanın gizil değişkenleri arasındaki ilişkiler beklenen yönde ve istatistiksel olarak anlamlıydı (p<0,001) ve önerilen kavramsal model verilere uyum gösterdi. Duygusal zekânın iletişim becerileri üzerinde doğrudan olumlu etkisi, iletişim becerilerinin klinik liderlik üzerinde doğrudan olumlu etkisi olduğu saptandı. Duygusal zekâ klinik liderlik üzerinde doğrudan bir etkiye sahip olmamakla birlikte, iletişim becerileri aracılığıyla olumlu etkiye sahip olduğu belirlendi. Son modelde, duygusal zekâ iletişim becerilerinin %76'sını açıklarken, duygusal zekâ ve iletişim becerileri klinik liderlik becerilerinin %50'sini açıkladı. Sonuç: Bu araştırma, duygusal zekâ düzeyi yüksek olan sağlık bilimleri öğrencilerinin daha etkili bir iletişim kurarak klinik liderlik özellikleri sergileyebildiğini göstermektedir. Sonuçlar, sağlık bakım iş yerlerinde klinik liderliğin gelişmesi için bu becerilerin dikkate alınması gerektiğinin altını çizmektedir.
Anahtar Kelimeler: Duygusal zekâ; iletişim; liderlik; aracılık analizi
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