Emotional IntelligenceEINCT05014633
The Effect of Emotional Intelligence in Reducing Job Stress
A study testing EI skills training in people with Emotional Intelligence, run by Isfahan University of Medical Sciences at 1 site in Iran.
Trial summary
Abstract Background: Emergency Medicine Wards (EMWs) are among the most stressful wards of hospitals. Emotional Intelligence (EI) seems to be one of the factors that can aid individuals in overcoming environmental stresses. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Emotional Intelligence
- What is being tested?
- EI skills training
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 42 participants
- Where
- 1 siteIran
- Study dates
- 10 Mar 2017to 17 Dec 2017
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Emergency Medicine Residents
Who cannot join
- Refraining to participate
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Training on the Promotion of Emotional Intelligence and Its Indirect Role in Reducing Job Stress in the Emergency Department
Abstract Background: Emergency Medicine Wards (EMWs) are among the most stressful wards of hospitals. Emotional Intelligence (EI) seems to be one of the factors that can aid individuals in overcoming environmental stresses. Therefore, the present study aimed at evaluating the role of training in improving EI skills and addressing its indirect effect on reducing job stress of emergency medical assistants in the emergency department.
Materials and Methods: In the present study, 20 emergency medical assistants were trained in EI skills while 22 assistants received no training. Then, all participants' EI level and job stress were assessed and compared before and after the intervention using the Bar-On Emotional Quotient Inventory(EQ-i) and the Osipow job stress questionnaire, respectively.
Read the detailed description
Individuals in the control group did not receive any training while individuals in the intervention group received the pertinent training. The duration of the training for the intervention group was 16 hours (four four-hour sessions). The whole training process lasted for one month. EI training sessions were held and managed by two experienced instructors selected from medical education specialists with sufficient experience in conducting EI training. Both instructors attended the sessions, presented the content, videos, slides, and brochures with the help of each other, and managed related scenarios in each session.
It should be noted that the instructors as well as the participants had no information about the initial scores of EI and job stress recorded before the training intervention.
At the beginning of the first session, the basic definitions and concepts of EI were discussed, and the common environmental stressors were described from the perspective of emergency medical assistants. Moreover, a succinct description of the benefits of EI training and practice was provided. After the initial introduction, a number of EI skills were taught in each session by presenting videos, slides, and brochures. Then, participants were engaged in discussions by presenting scenarios related to EI skills in the concluding hours of each session to offer more content load. These scenarios recounted the situation of an individual facing a problem and encompassed a list of suggested reactions including the reasons behind each reaction that an observer was supposed to indicate. Scenarios were generally implemented in smaller groups in such a way that some scenarios were distributed and discussed among all participants. The assistants were questioned about identifying the source of the concern, the cause of the concern, potential environmental factors, and how a personal perspective affects their response to the situation. Other scenarios were distributed among the smaller groups and discussed by each groups' representative. Each group presented their analysis and argumentation of the scenario, and then the relevant questions were answered by providing the reasons. The sessions ended with the instructor summarizing different opinions on each of the scenarios (19).
It should be mentioned that to prevent fatigue and obtain better efficiency, participants (emergency medical assistants) were served twice during each session. Moreover, considering the possibility of the interference of emergency medical assistants' work shifts, it was planned in coordination with the Deputy Minister of Education that the emergency medical assistants would not have any work shifts and would not even be on duty over the four days of training.
Outcomes At the end of the last training session, two questionnaires of EQ-I and Osipow were filled out by the participants of the intervention group. In addition, the participants of the control group were contacted and asked to fill out these two questionnaires by visiting them in person (on the last day of the training session related to the intervention group). If the participant in the control group did not meet the conditions for the face-to-face visit, the questions were read to them on the phone and their choice was recorded.
- Conditions
- Emotional Intelligence
- Being tested
- EI skills training
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
EI skills trainingOther
EI training sessions were held and managed by two experienced instructors selected from medical education specialists with sufficient experience in conducting EI training. Both instructors attended the sessions, presented the content, videos, slides, and brochures with the help of each other, and managed related scenarios in each session.
| Study group | Role | What they receive |
|---|---|---|
| EI skills training | Experimental | Individuals in the intervention group received the pertinent training. The duration of the training for the intervention group was 16 hours (four four-hour sessions). The whole training process lasted for one month. EI training sessions were held and managed by two experienced instructors selected from medical education specialists with sufficient experience in conducting EI training. Both instructors attended the sessions, presented the content, videos, slides, and brochures with the help of each other, and managed related scenarios in each session. Receives: Other: EI skills training |
| Control | No intervention | Individuals in the control group did not receive any training |
What is being measured
The primary outcome is the main question the study is designed to answer.
EQ-I Bar-On Questionnaire
The EQ-I was first developed by Bar-On in 1980 and consists of 90 items, each of which is answered based on a 5-point Likert scale from 5: strongly agree to 1: strongly disagree
Measured: 30 days
Secondary outcomes (1)
Osipow job stress Questionnaire
The Osipow job stress questionnaire was first developed by Osipow and Spokane in 1987 and consists of 60 items, each of which is answered based on a 5-point Likert scale from 4: most of the time to 0: never.
Measured: 30 days
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Aug 2021
- Study start10 Mar 2017
- Primary completion10 May 2017
- Study completion17 Dec 2017
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Emotional IntelligenceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Triple blind
- Who is masked
- Participant, Investigator, Outcomes assessor
- Enrolment
- 42 participants (actual)
Sponsor and investigators
- Lead sponsor
- Isfahan University of Medical Sciences
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Mehdi Nasr Isfahani, Isfahan University of Medical Sciences
- Investigators
- Mehdi Nasr Isfahani, M.D., Principal investigator, Isfahan University of Medical Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05014633
- Sponsor's protocol ID
- 960235
- Acronym
- EI
- Status last verified
- Aug 2021
- First submitted
- 16 Aug 2021
- Last updated
- 20 Aug 2021
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 20 Aug 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Training on the Promotion of Emotional Intelligence and Its Indirect Role in Reducing Job Stress in the Emergency Department
- ClinicalTrials.gov ID
- NCT05014633
- Acronym / sponsor ID
- EI / 960235
- Conditions
- Emotional Intelligence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 42 participants (actual)
- Lead sponsor
- Isfahan University of Medical SciencesUniversity, hospital or other
- Study start
- 10 Mar 2017 (actual)
- Primary completion
- 10 May 2017 (actual)
- Study completion
- 17 Dec 2017 (actual)
- First posted
- 20 Aug 2021 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Abstract Background: Emergency Medicine Wards (EMWs) are among the most stressful wards of hospitals. Emotional Intelligence (EI) seems to be one of the factors that can aid individuals in overcoming environmental stresses. Therefore, the present study aimed at evaluating the role of training in improving EI skills and addressing its indirect effect on reducing job stress of emergency medical assistants in the emergency department.
Materials and Methods: In the present study, 20 emergency medical assistants were trained in EI skills while 22 assistants received no training. Then, all participants' EI level and job stress were assessed and compared before and after the intervention using the Bar-On Emotional Quotient Inventory(EQ-i) and the Osipow job stress questionnaire, respectively.
Detailed description
Individuals in the control group did not receive any training while individuals in the intervention group received the pertinent training. The duration of the training for the intervention group was 16 hours (four four-hour sessions). The whole training process lasted for one month. EI training sessions were held and managed by two experienced instructors selected from medical education specialists with sufficient experience in conducting EI training. Both instructors attended the sessions, presented the content, videos, slides, and brochures with the help of each other, and managed related scenarios in each session.
It should be noted that the instructors as well as the participants had no information about the initial scores of EI and job stress recorded before the training intervention.
At the beginning of the first session, the basic definitions and concepts of EI were discussed, and the common environmental stressors were described from the perspective of emergency medical assistants. Moreover, a succinct description of the benefits of EI training and practice was provided. After the initial introduction, a number of EI skills were taught in each session by presenting videos, slides, and brochures. Then, participants were engaged in discussions by presenting scenarios related to EI skills in the concluding hours of each session to offer more content load. These scenarios recounted the situation of an individual facing a problem and encompassed a list of suggested reactions including the reasons behind each reaction that an observer was supposed to indicate. Scenarios were generally implemented in smaller groups in such a way that some scenarios were distributed and discussed among all participants. The assistants were questioned about identifying the source of the concern, the cause of the concern, potential environmental factors, and how a personal perspective affects their response to the situation. Other scenarios were distributed among the smaller groups and discussed by each groups' representative. Each group presented their analysis and argumentation of the scenario, and then the relevant questions were answered by providing the reasons. The sessions ended with the instructor summarizing different opinions on each of the scenarios (19).
It should be mentioned that to prevent fatigue and obtain better efficiency, participants (emergency medical assistants) were served twice during each session. Moreover, considering the possibility of the interference of emergency medical assistants' work shifts, it was planned in coordination with the Deputy Minister of Education that the emergency medical assistants would not have any work shifts and would not even be on duty over the four days of training.
Outcomes At the end of the last training session, two questionnaires of EQ-I and Osipow were filled out by the participants of the intervention group. In addition, the participants of the control group were contacted and asked to fill out these two questionnaires by visiting them in person (on the last day of the training session related to the intervention group). If the participant in the control group did not meet the conditions for the face-to-face visit, the questions were read to them on the phone and their choice was recorded.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Triple blind (participant, investigator, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| EI skills training | Experimental | Other: EI skills trainingIndividuals in the intervention group received the pertinent training. The duration of the training for the intervention group was 16 hours (four four-hour sessions). The whole training process lasted for one month. EI training sessions were held and managed by two experienced instructors selected from medical education specialists with sufficient experience in conducting EI training. Both instructors attended the sessions, presented the content, videos, slides, and brochures with the help of each other, and managed related scenarios in each session. |
| Control | No intervention | –Individuals in the control group did not receive any training |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (1 listed)
- Emergency Medicine Residents
Key exclusion criteria (1 listed)
- Refraining to participate
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| EI skills trainingEI training sessions were held and managed by two experienced instructors selected from medical education specialists with sufficient experience in conducting EI training. Both instructors attended the sessions, presented the content, videos, slides, and brochures with the help of each other, and managed related scenarios in each session. | Other | EI skills training |
Primary outcome
EQ-I Bar-On Questionnaire
Time frame: 30 days
The EQ-I was first developed by Bar-On in 1980 and consists of 90 items, each of which is answered based on a 5-point Likert scale from 5: strongly agree to 1: strongly disagree
1 secondary outcome
Osipow job stress Questionnaire
Time frame: 30 days
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 20 Aug 2021.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Mehdi Nasr Isfahani, M.D. principal investigator
Isfahan University of Medical Sciences
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing EI skills training in people with Emotional Intelligence, run by Isfahan University of Medical Sciences at 1 site in Iran.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 20 Aug 2021. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Iran. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
EQ-I Bar-On Questionnaire (time frame: 30 days). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 20 Aug 2021.