Publication: Asociación entre inteligencia emocional y salud mental de docentes clínicos en ciencias de la salud.
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Date
2025
Authors
López-Fuenzalida, Antonio ; Báez Amaya, Pamela ; Báez-SanMartín, Eduardo ; González Vega, María Patricia ; Varas-Yupátova, Ludmila
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/edumed.681311
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info:eu-repo/semantics/article
Description
Abstract
Objetivo: El estudio tuvo como objetivo analizar el nivel de inteligencia emocional—en sus dimensiones de atención, claridad y reparación emocional—y su asociación con la salud mental en docentes con rol clínico formativo en carreras universitarias del área de la salud. Métodos: Se realizó un estudio descriptivo de corte transversal, utilizando instrumentos validados de autorreporte (TMMS-24 y GHQ-30) en docentes clínicos de programas de ciencias de la salud. Se evaluaron y compararon los niveles de salud mental e inteligencia emocional según el contexto laboral (sector público o privado). Resultados: Los resultados mostraron un alto rendimiento en claridad emocional (68,5%) y reparación emocional (73,98%), y un bajo rendimiento en atención emocional (43,47%). La mayoría de los participantes (84,83%) presentó altos niveles de bienestar emocional, con mejores resultados en el sector privado (90%) frente al público (81,39%). Sin embargo, la autopercepción de salud mental fue superior en el sector público (76,67%) que en el privado (58,14%), lo que evidencia una divergencia entre percepción subjetiva y resultados del GHQ. Se encontraron asociaciones significativas entre los puntajes del GHQ y la autopercepción de salud mental (r = .33; p < .01 y entre el GHQ y la dimensión reparación emocional (r = .26; p = .02). Conclusión: La inteligencia emocional, especialmente la capacidad de reparación emocional, parece desempeñar un rol protector frente a alteraciones en la salud mental de los docentes clínicos. Los bajos niveles en atención emocional refuerzan la necesidad de estrategias institucionales que fortalezcan esta competencia. Estos hallazgos resaltan la importancia de abordar conjuntamente los aspectos emocionales y de salud mental en quienes forman a futuros profesionales de la salud.
Objective: This study aimed to analyse the level of emotional intelligence—specifically in the dimensions of emotional attention, clarity, and repair—and its association with mental health among clinical educators in health-related university programs. Methods: A cross-sectional descriptive study was conducted using validated self-report instruments (TMMS-24 and GHQ-30) with clinical educators from health sciences programs. Participants' mental health and emotional intelligence levels were assessed and compared according to their work context (public vs. private). Results: The findings revealed high performance in the dimensions of emotional clarity (68.5%) and emotional repair (73.98%), and low performance in emotional attention (43.47%). Most participants (84.83%) showed high levels of emotional well-being, with better GHQ outcomes in the private sector (90%) compared to the public sector (81.39%). However, self-perceived mental health was higher in the public sector (76.67%) than in the private sector (58.14%), indicating a divergence between subjective perception and GHQ results. Statistically significant associations were found between GHQ scores and self-perceived mental health (r = .33; p < .01), and between GHQ scores and emotional repair (r = .26; p = .02). Conclusion: Emotional intelligence, particularly the ability to repair emotional states, appears to play a protective role in the mental health of clinical educators. The low scores in emotional attention underscore the need for institutional strategies to strengthen this competence. These findings highlight the importance of addressing both emotional and mental health aspects in educators who contribute to the clinical training of future health professionals.
Objective: This study aimed to analyse the level of emotional intelligence—specifically in the dimensions of emotional attention, clarity, and repair—and its association with mental health among clinical educators in health-related university programs. Methods: A cross-sectional descriptive study was conducted using validated self-report instruments (TMMS-24 and GHQ-30) with clinical educators from health sciences programs. Participants' mental health and emotional intelligence levels were assessed and compared according to their work context (public vs. private). Results: The findings revealed high performance in the dimensions of emotional clarity (68.5%) and emotional repair (73.98%), and low performance in emotional attention (43.47%). Most participants (84.83%) showed high levels of emotional well-being, with better GHQ outcomes in the private sector (90%) compared to the public sector (81.39%). However, self-perceived mental health was higher in the public sector (76.67%) than in the private sector (58.14%), indicating a divergence between subjective perception and GHQ results. Statistically significant associations were found between GHQ scores and self-perceived mental health (r = .33; p < .01), and between GHQ scores and emotional repair (r = .26; p = .02). Conclusion: Emotional intelligence, particularly the ability to repair emotional states, appears to play a protective role in the mental health of clinical educators. The low scores in emotional attention underscore the need for institutional strategies to strengthen this competence. These findings highlight the importance of addressing both emotional and mental health aspects in educators who contribute to the clinical training of future health professionals.
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Citation
Varas - Yupátova, L., López - Fuenzalida, A., Báez Amaya, P., Báez - SanMartín, E., & González Vega, M. P. (2025). Asociación entre inteligencia emocional y salud mental de docentes clínicos en ciencias de la salud. Revista Española De Educación Médica, 6(5).
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