Influence of Team Effectiveness, Interpersonal Communication, and Emotional Quotient on the Satisfaction of Nursing Education Preceptors

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue XI, November 2019 | ISSN 2454–6186

Influence of Team Effectiveness, Interpersonal Communication, and Emotional Quotient on the Satisfaction of Nursing Education Preceptors

Rika Endah Nurhidayah¹, Rosmala Dewi², Paningkat Siburian²

¹Nursing Faculty, University of Sumatera Utara, Indonesia
²Medan State University, Indonesia

Abstract — Nursing professional education in Indonesia consists of two steps namely the academic step to get a bachelor’s degree in nursing and the professional step or clinical learning step to get a Ners (Ns) degree. Teachers at the professional education step are called preceptors. This study aims to identify the effect of team effectiveness, interpersonal communication, and emotional quotient on satisfaction of preceptors in the Nurses Professional education program in North Sumatera. The research design is pathway analysis. Samples were taken by proportional random sampling technique with 168 preceptors using Slovin’s formula from 291 preceptors in North Sumatera. Before the instrument was used, validity and reliability tests were carried out. Based on the results of the analysis there is a significant influence between the variables of team effectiveness and emotional quotient on preceptor’s satisfaction, but there is no significant effect between interpersonal communications on preceptor’s satisfaction. It is recommended to explore the factors that influence the relationship of interpersonal communication with satisfaction of the preceptors.

Keywords — team effectiveness, interpersonal communication, emotional quotient, satisfaction

I. INTRODUCTION

Nursing professional education in Indonesia consists of two steps, namely the academic education step to get a bachelor’s degree in nursing and the professional education step to get a Ners (Ns) degree (Nurhidayah, 2011). Nursalam (2002) uses the terminology of Clinical Learning Experiences for professional education programs. Donaldson and Crowley in Reilly (2002) state that the difference between professional education and academic education is that academic education places more emphasis on knowledge and theories that are descriptive while professional education is directed at practical goals. McClure and Black (2013) provide somewhat different opinions. McClure and Black stated that nursing students were given the opportunity to combine cognitive knowledge, development of psychomotor abilities and effective expertise. Hsu, Hsieh, Chiu, and Chen (2014) revealed that the benefits of learning in a clinical environment is learning that focuses on real problems so that it can motivate students to actively participate in the achievement of competencies at the professional education program.

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