The relationship between emotional intelligence and readiness for organizational change among nurses

Abstract

Organizational change is a complex process that often faces high failure rates due to challenges in managing transition issues. The role of emotional intelligence in fostering readiness for organizational change among nurses remains understudied, especially in the context of Jordan. The study aimed to investigate the relationship between emotional intelligence and readiness for organizational change among Jordanian nurses working in governmental hospitals. A descriptive cross sectional correlational design was used. A convenient sampling method was used to enroll Jordanian nurses from different governmental hospitals, with a resulting final sample of 250 nurses. Self-reported questionnaires were used to collect data. Data analysis was run using descriptive and inferential analysis. The findings revealed that the participants had moderate levels of emotional intelligence with a mean score of (M = 87.96, SD = 26.59). The participants demonstrated strengths in understanding their own emotions, perceiving others’ emotions, and setting goals. They also showed good control of their emotions and a positive self-perception. Regarding readiness for organizational change, the mean score was (M = 39.58, SD = 11.16), suggesting a moderate level of readiness. The participants exhibited commitment, motivation, and confidence in handling challenges associated with change. A strong positive relationship between emotional intelligence and readiness for change commitment (r = .942, P < .01), change efficacy (r = .935, P < .01), and total readiness for change (r = .951, P < .01) were exist. Moreover, age and years of experience were negatively correlated with readiness for change. There was a strong and significant positive relationship between emotional intelligence and readiness for change. This emphasizes the importance of developing emotional intelligence abilities among nurses to facilitate successful change processes in healthcare organizations.

1. Introduction

Change is an ongoing process that challenges organizational structures and systems.^[1] As a result, organizations often attempt to evolve quickly to adjust to innovations and remain competitive.^[2] However, many studies believe that around 70% of change programs fail to provide the desired results.^[3] This failure is mostly attributable to people’s inability to deal with transition issues.^[3] The effectiveness of organizational change is dependent on people’s favorable thoughts and sentiments about change, which motivates individuals to accept and support change.^[1]

Organizational change readiness is a complex and multidimensional concept.^[4] The perception of nurses’ organizational readiness for change is crucial as they assist in implementing, controlling, and sustaining the change.^[5] Investigating elements that may influence organizational readiness for change may give light on the approaches needed to successfully manage change.^[1] Organizational change readiness has not been the subject of extensive theorization or empirical analysis in several fields and professions,^[6] but this is not the case with healthcare settings. Furthermore, investigations on organizational readiness for change have been undertaken in a variety of industries for many years, but not in healthcare.^[1]

A positive emotional intelligence (EI) contributes to reducing and managing situational stress, negative emotions, and proper nursing decisions, also considered as an important predictor of happiness.^{[7, 8]} On the contrary, poor communication and discourteous behavior, such as abuse, originate from a lack of emotional intelligence.^[9] Whereas a lack of emotional intelligence can lead to disastrous responses, having EI has a beneficial impact.^[9] It has been shown that nurses with EI characteristics are more likely to have higher levels of social support, job involvement, and inventiveness.^[10] Moreover, nurses with EI characteristics were more efficient and satisfied with their jobs.^[11] The bulk of healthcare workers in any healthcare delivery system are nurses, and they serve a vital and critical role in every healthcare institution.^[12] Furthermore, their accomplishments help ensure the success of this reform and the promotion of quality patient care.^[13] However, a review of the current literature in the Jordan has revealed that no research is available about this subject, in this regard the aim of study to investigate the relationship between emotional intelligence and readiness for organizational change among Jordanian nurses working in governmental hospitals.

1.1. Research questions

1. What are the levels of emotional intelligence and readiness for organizational change among Jordanian nurses working in governmental hospitals?

2. What is the relationship between emotional intelligence and readiness for organizational change among Jordanian nurses working in governmental hospitals?

3. What are the relationships between selected socio-demographic variables and readiness for organizational change among Jordanian nurses in governmental hospitals?

4. Are there differences in levels of readiness for organizational change among Jordanian nurses based on the selected socio-demographic variables?

2. Methodology

Design: A descriptive, correlational design with a cross-sectional approach was used.

2.1. Sample and settings

A convenience sampling method was used to select participants. The target population was all Jordanian nurses working in governmental hospitals. The sample size was calculated using the G*Power 3.1.10 program.^[14] Using the regression test, the minimum required sample size was 109 (power = 0.80, α = 0.05, and medium effect size = 0.15 with 8 predictors. The study was performed in 4 large Jordanian governmental hospitals. Inclusion criteria was: all Jordanian registered nurses working currently in governmental hospitals, and must have worked in a hospital for at least 6 months to ensure that they have passed their probation period and became engaged and committed to their organizations. Practical nurses, nurse managers and supervisors, and RNs with less than 6 months of experience were excluded.

2.2. Measurement

Organizational Readiness for Implementing Change (ORIC) which was first developed and validated by^[15] was used in the current study. The ORIC is a 10-item instrument used to determine how well employees at an organization feel they can implement the change in processes required by a proposed intervention. Each item includes a Likert scale from 1 (Disagree) to 5 (Agree). The 10 item Likert scale ORIC instrument is a robust multilevel construct with a focus on change commitment and change efficacy. Change commitment (5 statements), reflects organizational members’ shared resolve to implement a change and change efficacy (5 items), and reflects organizational members’ shared belief in their collective capacity to implement a change.^[15] For score calculation, sum scores were calculated for both subscales separately with higher scores indicating higher organizational readiness for change.^[15] The original scale’s reliability ranged between 0.73 and 0.87.^[15]

The Wong and Law Emotional Intelligence Scale is considered a short instrument, comprising 16 items that are scored on a seven-point Likert scale, that measures 4 competencies: Self-Emotional Appraisal (SEA), which refers to the perception of one’s own emotions (4 items); Others’ Emotional Appraisal (OEA), which refers to the perception of the emotions of others (4 items); Use of Emotions (UOE, 4 items) and Regulation of Emotions (ROE, 4 items). The overall score and the subscale scores are calculated as means. Higher scores indicate a higher level of EI. Internal consistency in the original version is 0.87, 0.90, 0.84, and 0.83 respectively.^[16]

2.3. Data collection

Data collection started on March 25th to May 10th, covering duration of 1 month and a half. This timeframe was carefully determined to allow sufficient time for participant recruitment, questionnaire administration, and data collection procedures while maintaining the quality and accuracy of the gathered information.

2.4. Data analysis

Assumptions for each statistical test were thoroughly examined to ensure their applicability. For example, assumptions such as normality, homogeneity of variance, were checked prior to conducting the one-way ANOVA and independent t-test to examine the relationship between different hospital wards and organizational readiness for implementing change (total ORIC score), change commitment subscale, and change efficacy subscale. Levene’s test for equality of variances was first performed to assess the assumption of equal variances. The significance level was set at P < .05 to determine statistical significance in all analyses. Descriptive and inferential statistics were run for answering the research questions.

3. Results

3.1. Participants characteristics

A total of 250 registered nurses participated in this study. The mean (average) age of the participants was approximately 28.61 years, with a standard deviation of 4.21. Regarding years of experience, on average, the participants had 4.77 years of experience, with a standard deviation of 3.74. Regarding gender, the sample consisted of 116 male participants (46.4%) and 134 female participants (53.6%). In terms of marital status, the majority of participants were either married or single. Specifically, 102 participants (40.8%) reported being single, while 133 participants (53.2%) indicated that they were married. A smaller proportion of participants, 15 individuals (6.0%), reported being divorced. When examining the type of shift variable, it was found that 109 participants (43.6%) worked 8-hour shifts, while the majority of participants, 141 individuals (56.4%), worked 12-hour shifts. Concerning Educational Level, the data showed that the majority of participants had a bachelor’s degree. Specifically, 190 participants (76.0%) reported holding a bachelor’s degree, while 60 participants (24.0%) reported having a master’s degree (Table 1).

Table 1.

Descriptive statistics for demographic variables (N = 250).

Variable		Number	Mean
Age		250	28.60 ± 4.21
Years of experience		250	4.77 ± 3.7
		Frequency	Percent
Gender	Male	116	46.4
	Female	134	53.6
Marital status	Single	102	40.8
	Married	133	53.2
	Divorced	15	6.0
Type of shift	8 hours	109	43.6
	12 hours	141	56.4
Educational level	Bachelor	190	76.0
	Master	60	24.0
Unit\ward	Medical ward	68	27.2
	Surgical ward	64	25.6
	Maternity	26	10.4
	Critical care units	36	14.4
	ER	28	11.2
	Pediatric wards	28	11.2

Table 2 provides descriptive statistics for the measures of emotional intelligence, including individual items, total emotional intelligence score, and subscale scores. The sample consisted of 250 participants who responded to items on a scale ranging from 1 to 7, with higher scores indicating higher levels of emotional intelligence.

Table 2.

Descriptive statistics for emotional intelligence (N = 250).

Item no.	The Wong and Law Emotional Intelligence Scale items	Minimum	Maximum	Mean	Std. Deviation
1	I have a good sense of why I feel certain feelings most of the time.	1.00	7.00	5.50	1.86
2	I have a good understanding of my own emotions.	1.00	7.00	5.50	1.71
3	I really understand what I feel	1.00	7.00	5.46	1.77
4	I always know whether I am happy or not	1.00	7.00	5.49	1.77
5	I always know my friends’ emotions from their behavior	1.00	7.00	5.61	1.87
6	I am a good observer of others’ emotions	1.00	7.00	5.45	1.76
7	I am sensitive to the feelings and emotions of others	1.00	7.00	5.46	1.73
8	I have a good understanding of the emotions of people around me	1.00	7.00	5.48	1.79
9	I always set goals for myself and then try my best to achieve them.	1.00	7.00	5.63	1.76
10	I always tell myself I am a competent person	1.00	7.00	5.52	1.71
11	I am a self-motivating person	1.00	7.00	5.40	1.84
12	I would always encourage myself to try my best.	1.00	7.00	5.53	1.80
13	I am able to control my temper so that I can handle difficulties rationally.	1.00	7.00	5.58	1.79
14	I am quite capable of controlling my own emotions	1.00	7.00	5.40	1.82
15	I can always calm down quickly when I am very angry	1.00	7.00	5.54	1.88
16	I have good control of my emotions	1.00	7.00	5.35	1.94
	The Wong and Law Emotional Intelligence Scale items total and subscale’s scores
Total emotional intelligence score (items 1–16)		16.00	112.00	87.96	26.59
Self–Emotional Appraisal subscale (items 1–4)		4.00	28.00	21.96	6.74
Others’ Emotional Appraisal subscale (items 13–16)		4.00	28.00	22.02	6.78
Use of Emotions subscale (items 9–12)		4.00	28.00	22.09	6.73
Regulation of Emotions subscale (items 5–8)		4.00	28.00	21.87	7.08

The participants’ responses revealed a range of scores for each item, reflecting individual differences in emotional intelligence. The mean scores ranged from 5.35 to 5.63, with corresponding standard deviations ranging from 1.72 to 1.95, indicating the variability in participants’ ratings.

Regarding specific aspects of emotional intelligence, participants reported having a good sense of why they feel certain feelings most of the time (M = 5.50, SD = 1.86) and a good understanding of their own emotions (M = 5.50, SD = 1.71). They also expressed a strong ability to identify their own happiness (M = 5.49, SD = 1.77) and demonstrated a high level of accuracy in perceiving their friends’ emotions from their behavior (M = 5.61, SD = 1.87).

Furthermore, participants indicated being good observers of others’ emotions (M = 5.45, SD = 1.76) and showed sensitivity to the feelings and emotions of others (M = 5.46, SD = 1.73). They reported a solid understanding of the emotions of people around them (M = 5.48, SD = 1.79) and displayed a proactive approach to goal setting and achievement (M = 5.63, SD = 1.76).

Participants also demonstrated a positive self-perception, reporting that they always tell themselves they are competent individuals (M = 5.52, SD = 1.71) and are self-motivated (M = 5.40, SD = 1.84). They expressed a tendency to encourage themselves to try their best (M = 5.53, SD = 1.80).

Regarding emotional regulation, participants reported being able to control their temper and handle difficulties rationally (M = 5.58, SD = 1.79). They indicated being quite capable of controlling their own emotions (M = 5.40, SD = 1.82) and quickly calming down when very angry (M = 5.54, SD = 1.88). Overall, participants exhibited good control of their emotions (M = 5.35, SD = 1.94).

The total emotional intelligence score, calculated by summing the responses across all items, ranged from 16.00 to 112.00, with a mean score of 87.96 (SD = 26.59). Additionally, participants’ emotional intelligence was assessed across 4 subscales: SEA, OEA, UOE, and ROE. The mean scores for these subscales were as follows: SEA (M = 21.9680, SD = 6.749), OEA (M = 22.02, SD = 6.78), UOE (M = 22.09, SD = 6.73), and ROE (M = 21.87, SD = 7.08).

Regarding levels of readiness for organizational change, Table 3 presents descriptive statistics for readiness levels towards implementing organizational change. The data were measured on a scale ranging from 1 to 5, where higher scores indicate a greater readiness for change. The findings suggest that the participants exhibit varying levels of readiness for implementing organizational change. The mean scores for each item range from 3.81 to 3.99, with corresponding standard deviations ranging from 1.17 to 1.25. These results indicate a moderate level of readiness on average, with some variability in individual responses.

Table 3.

Descriptive statistics for readiness for organizational change levels (N = 250).

Item No.	Organizational Readiness for implementing Change items	Minimum	Maximum	Mean	Std. Deviation
1	People who work here are committed to implementing this change.	1.00	5.00	3.90	1.28
2	People who work here will do whatever it takes to implement this change	1.00	5.00	3.81	1.17
3	People who work here want to implement this change.	1.00	5.00	3.98	1.25
4	People who work here are determined to implement this change	1.00	5.00	3.94	1.24
5	People who work here are motivated to implement this change	1.00	5.00	3.94	1.25
6	People who work here feel confident that they can handle the challenges that might arise in implementing this change.	1.00	5.00	3.99	1.25
7	People who work here feel confident that they can keep track of progress in implementing this change	1.00	5.00	3.98	1.22
8	People who work here feel confident that they can coordinate tasks so that implementation goes smoothly	1.00	5.00	4.00	1.20
9	People who work here feel confident that the organization can support people as they adjust to this change	1.00	5.00	3.97	1.22
10	People who work here feel confident that they can manage the politics of implementing this change	1.00	5.00	4.04	1.25
	Organizational Readiness for implementing Change total and subscale’s scores
Organizational Readiness for implementing Change total score (items 1–10)		10.00	50.00	39.58	11.16
Change commitment subscale (items 1–5)		5.00	25.00	19.78	5.72
Change efficacy subscale (items 6–10)		5.00	25.00	19.80	5.59

Examining the specific items related to organizational readiness, it is evident that the participants show a positive inclination towards change. They express commitment to implementing the change (M = 3.90, SD = 1.28), a willingness to do whatever it takes (M = 3.81, SD = 1.17), and a desire to see the change happen (M = 3.98, SD = 1.25). Furthermore, they demonstrate determination (M = 3.94, SD = 1.24) and motivation (M = 3.94, SD = 1.25) towards implementing the change. In terms of self-confidence and belief in their abilities, the participants indicate a moderate level of confidence. They feel confident in handling the challenges that may arise during the change process (M = 3.99, SD = 1.25). They also express confidence in tracking progress (M = 3.98, SD = 1.22) and coordinating tasks effectively for a smooth implementation (M = 4.00, SD = 1.20). Moreover, they have confidence in the organization’s support to help individuals adjust to the change (M = 3.97, SD = 1.22) and in managing the politics associated with the change (M = 4.04, SD = 1.25). The total readiness score for implementing organizational change, obtained by summing the responses across all items, ranges from 10.00 to 50.00, with a mean score of 39.58 (SD = 11.16). Additionally, 2 subscales were derived from the items: Change Commitment and Change Efficacy. The mean scores for these subscales are as follows: Change Commitment (M = 19.78, SD = 5.72) and Change Efficacy (M = 19.80, SD = 5.59).

The correlation analysis revealed strong positive associations between emotional intelligence (total emotional intelligence score) and readiness for change. Emotional intelligence demonstrated significant positive correlations with ORIC subscales, including change commitment (r = .942, P < .01) and change efficacy (r = .935, P < .01). These findings suggest that individuals with higher emotional intelligence tend to exhibit higher levels of commitment and efficacy in embracing organizational change. Table 4

Table 4.

The relationship between emotional intelligence and readiness for organizational change (N = 250).

Variables		Total emotional intelligence score	Self-Emotional Appraisal	Others’ Emotional Appraisal	Use of Emotions	Regulation of Emotions
Total ORIC score	Pearson Correlation	0.951**	0.928**	00.902**	0.922**	0.945**
	Sig. (2-tailed)	0.000	0.000	0.000	0.000	0.000
Change commitment subscale	Pearson Correlation	0.942**	0.920**	0.894**	0.910**	0.935**
	Sig. (2-tailed)	0.000	0.000	0.000	0.000	0.000
Change efficacy subscale	Pearson Correlation	0.935**	0.910**	0.887**	0.910**	0.929**
	Sig. (2-tailed)	0.000	0.000	0.000	0.000	0.000

^**P value less than 0.05.

Additionally, the analysis revealed a significant positive correlation between total emotional intelligence and total ORIC scores (r = .951, P < .01), indicating that individuals with higher emotional intelligence are more likely to possess greater readiness for change. This finding supports the notion that emotional intelligence plays a vital role in facilitating adaptability and openness to organizational change initiatives.

Overall, the findings suggest that emotional intelligence is strongly associated with readiness for organizational change. Individuals with higher emotional intelligence tend to exhibit greater commitment, efficacy, and overall readiness to embrace and adapt to change. These results emphasize the importance of developing emotional intelligence competencies in individuals and organizations to enhance their capacity for successful change implementation.

The correlation analysis revealed several significant findings. First, age demonstrated a significant negative correlation with ORIC total and subscale’s scores. Older participants tended to exhibit lower levels of overall organizational readiness for change (r = −.190, P < .01), as well as lower levels of change commitment (r = −.201, P < .01) and change efficacy (r = −.173, P < .01). These findings suggest that age may influence individuals’ attitudes and beliefs regarding change, with younger individuals being more open and ready for organizational change initiatives. Second, years of experience exhibited similar negative correlations with ORIC variables. Participants with more years of experience tended to have lower level of readiness for organizational change (r = −.248, P < .01), change commitment (r = −.255, P < .01), and change efficacy (r = −.235, P < .01). This implies that individuals with greater professional experience may demonstrate a higher resistance or skepticism towards change (Table 5).

Table 5.

Relationships between readiness for organizational change and demographic variables (N = 250).

Variables		Total ORIC score	Change commitment subscale	Change efficacy subscale
Age	Pearson correlation	−0.190**	−0.201**	−0.173**
	Sig. (2-tailed)	0.003	0.001	0.006
Years of experience	Pearson correlation	−0.248**	−0.255**	−0.235**
	Sig. (2-tailed)	0.000	0.000	0.000

^**P value less than 0.05.

A One-Way Analysis of Variance (ANOVA) was conducted to investigate the relationship between marital status and organizational readiness for implementing change (total ORIC score), change commitment, and change efficacy subscales. The use of a One-Way ANOVA was appropriate for this analysis as it allows for the comparison of mean scores across more than 2 groups, in this case, the marital status categories of single, married, and divorced. The results of the One-Way ANOVA revealed a non-significant main effect of marital status on total ORIC scores, F(2, 24) = 2.88, P = .058. While the overall P value was slightly above the conventional threshold of.05, indicating a lack of statistical significance, it is important to note that there was some suggestion of a potential difference in total ORIC scores based on marital status. Upon closer examination of the mean scores, it was observed that participants who were divorced had the lowest mean total ORIC score (M = 33.40, SD = 13.60), followed by married participants (M = 39.41, SD = 11.17). Single participants had the highest mean total ORIC score (M = 40.71, SD = 10.56). Moving on to change commitment subscale, the One-Way ANOVA revealed a statistically significant main effect of marital status, F(2, 24) = 3.57, P = .029. This suggests that there were significant differences in change commitment scores among participants with different marital statuses. Regarding change efficacy subscale, the One-Way ANOVA indicated a non-significant main effect of marital status, F(2, 24) = 2.168, P = .117. This implies that there were no statistically significant differences in change efficacy scores across the marital status groups. Table 6

Table 6.

The relationship between readiness for organizational change and selected demographic data (N = 250).

Variables		N	Mean	F	Sig
Total ORIC score	Single	102	40.71	2.88	0.058
	Married	133	39.41
	Divorced	15	33.40
Change commitment subscale	Single	102	20.50	3.577	0.029
	Married	133	19.60
	Divorced	15	16.40
Change efficacy subscale	Single	102	20.20	2.168	0.117
	Married	133	19.80
	Divorced	15	17.00

Likewise, the results of the One-Way ANOVA indicated no statistically significant main effect of hospital wards on total ORIC scores, F(5, 24) = 1.86, P = .100. Although the overall P value did not reach conventional levels of significance, it is worth noting that there may be some potential differences in total ORIC scores based on the hospital wards.

Upon closer examination of the mean scores, it was found that the medical ward had the highest mean total ORIC score (M = 42.07, SD = 8.66), followed by the critical care units (M = 41.13, SD = 8.34). Conversely, the lowest mean total ORIC score was observed in the emergency room (ER) (M = 36.25, SD = 13.28) (Table 7).

Table 7.

the relationship between readiness for organizational change and selected demographic data (N = 250).

Variable		N	Mean	F	Sig
Total ORIC score	Medical ward	68	42.07	1.869	0.100
	Surgical ward	64	39.59
	Maternity	26	37.15
	Critical care units	36	41.13
	ER	28	36.25
	Pediatric wards	28	37.10
Change commitment subscale	Medical ward	68	21.04	1.851	0.104
	Surgical ward	64	19.78
	Maternity	26	18.65
	Critical care units	36	20.58
	ER	28	17.96
	Pediatric wards	28	18.57
Change efficacy subscale	Medical ward	68	21.02	1.794	0.115
	Surgical ward	64	19.81
	Maternity	26	18.50
	Critical care units	36	20.55
	ER	28	18.28
	Pediatric wards	28	18.53

The results indicated that for both change commitment (F = 1.787, P = .182) and change efficacy (F = 2.851, P = .093), the assumption of equal variances was met, as the P values were greater than the significance level of .05 (Table 8).

Table 8.

Levene’s test for equality of variances.

		F	Sig.	t	df	Sig. (2-tailed)	Mean Difference
Change commitment	Equal variances assumed	1.787	0.182	−0.862	248	0.389	−0.626
	Equal variances not assumed			−0.858	236.594	0.392	−0.626
Change efficacy	Equal variances assumed	2.851	0.093	−0.494	248	0.622	−0.350
	Equal variances not assumed			−0.489	230.725	0.625	−0.350

Based on educational level, the results revealed that there was no significant difference in change commitment between the bachelor and master groups, with a t value of 1.401 and a P value of .162 (two-tailed). The mean difference was 1.18, and the standard error difference was 0.84592. The 95% confidence interval for the difference in means ranged from −0.481 to 2.851. Additionally, the t test assuming equal variances did not yield a significant difference in change efficacy between the 2 groups, with a t value of 1.113 and a P value of .267 (two-tailed). The mean difference was 0.921, and the standard error difference was 0.827. The 95% confidence interval for the difference in means ranged from −0.709 to 2.55 (Table 9).

Table 9.

differences in readiness for organizational change based on educational level (N = 250).

Variable	Test	t value	df	P value	Mean Difference	Std. Error Difference	95% CI Lower	95% CI Upper
Change commitment	Equal variances assumed	1.401	248	.162	1.185	0.845	−0.481	2.851
	Equal variances not assumed	1.261	85.224	.211	1.185	0.939	−0.683	3.053
Change efficacy	Equal variances assumed	1.113	248	.267	0.921	0.827	−0.709	2.551
	Equal variances not assumed	1.027	88.110	.307	0.921	0.896	−0.860	2.702

4. Discussion

The findings reveal that participants reported varying levels of emotional intelligence, as indicated by their responses on the Wong and Law Emotional Intelligence Scale. The mean scores for each item ranged from 5.35 to 5.63, suggesting that, on average, the participants exhibited moderate to high levels of emotional intelligence. Examining specific aspects of emotional intelligence, the participants demonstrated a good sense of why they feel certain feelings most of the time and a strong understanding of their own emotions. This suggests that the nurses possess self-awareness and have the ability to accurately perceive and understand their own emotional states. Additionally, they reported a high level of accuracy in perceiving the emotions of their friends from their behavior, indicating a good ability to read and interpret others’ emotions.

Furthermore, the participants indicated being good observers of others’ emotions and displaying sensitivity to the feelings and emotions of others. This highlights their capacity for empathy and the importance they place on understanding and responding to the emotional experiences of those around them. The participants also reported a solid understanding of the emotions of people in their environment, reflecting their ability to recognize and comprehend the emotional states of others. In terms of self-perception, the participants expressed positive self-beliefs, stating that they always tell themselves they are competent individuals and are self-motivated. This suggests a healthy self-esteem and self-efficacy, which can contribute to their emotional well-being and overall performance. Regarding emotional regulation, the participants reported being able to control their temper and handle difficulties rationally. They also indicated being quite capable of controlling their own emotions and quickly calming down when very angry. These findings demonstrate their ability to manage and regulate their emotional reactions effectively, which is vital in the demanding and often stressful healthcare environment.

The total emotional intelligence score, calculated by summing the responses across all items, had a mean score of 87.96, indicating a relatively high overall level of emotional intelligence among the participants. The scores on the subscales, including Self-Emotional Appraisal, Others’ Emotional Appraisal, Use of Emotions, and Regulation of Emotions, ranged from 21.87 to 22.09, suggesting comparable levels of competence across these dimensions. The interpretation of the findings suggests that Jordanian nurses possess a moderate to high level of emotional intelligence, which is in line with the nature of their profession.^[17] Previous studies have also found similar results, indicating the universal importance of emotional intelligence in the nursing profession.^{[18, 19]}

The justification for these findings can be supported by the growing recognition of emotional intelligence as a vital competency in healthcare settings.^[20–22] Researches have consistently demonstrated that nurses with higher emotional intelligence exhibit better job performance^{[23, 24]} and job satisfaction.^{[25, 26]} Additionally, they are more likely to engage in effective communication, demonstrate empathy towards patients and colleagues, and adapt to changes in the healthcare environment.^{[27, 28]} These findings emphasize the importance of emotional intelligence in nursing practice and highlight its positive impact on patient outcomes.

Comparing the current findings with previous studies conducted in Jordan and other countries provides valuable insights into the contextual factors that influence emotional intelligence and readiness for organizational change among nurses. In Jordan, cultural values such as collectivism and hierarchical structures shape nurses’ attitudes and behaviors.^{[29, 30]} These cultural factors have implications for emotional intelligence levels among nurses. For example, a study by Al-Hamdan et al, found that Jordanian nurses exhibited higher emotional intelligence in collectivist work environments compared to individualistic ones.^[31] This suggests that the cultural emphasis on collaboration and harmonious relationships may contribute to the development of emotional intelligence skills among Jordanian nurses.

Moving into levels of readiness for organizational change, the analysis of readiness for organizational change among Jordanian nurses yielded valuable findings regarding their attitudes and preparedness for implementing change. The results obtained from the analysis reveal that the participants in this study exhibited varying levels of readiness for implementing organizational change. On average, the participants demonstrated a moderate level of readiness. This suggests that while the participants generally displayed a positive inclination towards change, there were variations in their individual responses.

When examining the specific items related to organizational readiness, it becomes evident that the participants expressed a positive attitude towards change. They showed commitment to implementing the change, with a sense of dedication and motivation to make it happen. Additionally, they demonstrated a willingness to do whatever it takes to support the change initiative. These findings indicate that the participants possess a strong drive and are actively engaged in the change process. Moreover, the participants exhibited determination and motivation towards implementing the change, suggesting a sense of perseverance and a proactive mindset to overcome potential challenges. This attribute is crucial for successful change implementation, as it reflects the participants’ resilience and their ability to adapt to new circumstances.^[32]

In terms of self-confidence and belief in their abilities, the participants displayed a moderate level of confidence. They expressed confidence in their capacity to handle the challenges that may arise during the change process. This self-assurance demonstrates that the participants trust their own capabilities and are willing to embrace new responsibilities and tasks associated with the change effort. Furthermore, the participants showcased confidence in tracking progress and coordinating tasks effectively to ensure a smooth implementation. This indicates their belief in their ability to monitor and manage the change process efficiently. Such confidence is essential for maintaining momentum and ensuring the successful execution of the change initiative.^[33] Additionally, the participants demonstrated confidence in the organization’s support to help individuals adjust to the change and in managing the politics associated with it. This signifies their trust in the organization’s commitment to providing a supportive environment and addressing potential challenges and resistance. Building trust in organizational support is crucial for fostering a positive change culture and overcoming barriers during the change implementation process.^[34]

Although the participants exhibited positive attitudes and a willingness to engage in the change process, there may be opportunities for further development and support in certain areas to enhance their readiness. The above findings can be justified and reasoned based on existing literature and theoretical frameworks. Firstly, the moderate level of readiness exhibited by the participants can be attributed to various factors. Change readiness is influenced by individual and organizational factors, such as personal characteristics,^[35] organizational culture,^[36] leadership support,^[37] and communication effectiveness.^[38] In the case of Jordanian nurses, their moderate level of readiness may be influenced by the cultural context and work environment within the healthcare sector. Previous studies have highlighted that healthcare professionals often face challenges and resistance when implementing change due to factors like hierarchical structures,^[39] limited participation in decision-making,^[40] and perceived threats to professional autonomy.^{[41, 42]} Therefore, the moderate level of readiness observed in this study could be a reflection of the specific challenges faced by Jordanian nurses in the healthcare setting.

The positive attitudes expressed by the participants towards change, including their commitment, motivation, and willingness to do whatever it takes, can be linked to the concept of change commitment. Change commitment refers to an individual’s psychological attachment to and support for the change initiative.^[43] When individuals perceive the change as beneficial, aligned with their values, and supported by the organization, they are more likely to exhibit higher levels of commitment.^[37] In the context of this study, the positive attitudes displayed by the participants may indicate that they perceive the proposed change as meaningful and beneficial to their work and patient outcomes. This perception can be attributed to effective communication and leadership efforts in conveying the importance and benefits of the change.

The moderate level of self-confidence expressed by the participants can be explained by the notion of self-efficacy and task-specific confidence. While the participants may feel confident in their abilities to handle challenges and coordinate tasks related to the change, their moderate level of confidence suggests that there may still be room for improvement. Enhancing self-confidence can be achieved through targeted interventions, such as providing additional training, clarifying roles and responsibilities, and offering continuous support and feedback during the change process (majdi). By addressing the specific areas where confidence may be lacking, organizations can further strengthen the readiness of nurses for change.

Comparing the findings of the present study with previous research on readiness for organizational change among healthcare professionals provides a deeper understanding of the context and contributes to the advancement of knowledge in this area. In a study conducted by Al-Hussami et al, in Jordan found that nurses exhibited a similar moderate level of readiness.^[5] This aligns with the findings of the current study, suggesting that moderate readiness levels among nurses may be a common trend in Jordan. These findings imply that healthcare professionals, including Jordanian nurses, may face similar challenges and barriers when it comes to embracing and implementing organizational change.

However, it is crucial to consider the limitations of comparing studies conducted in diverse cultural and organizational settings. Factors such as variations in healthcare systems, leadership styles, and societal norms may influence the readiness levels observed. Additionally, different measurement tools and scoring methods may affect the comparability of findings. Therefore, future research should strive to employ standardized measurement instruments and methodologies to facilitate more robust comparisons and enhance the validity of cross-study comparisons.

The significant positive correlations observed between emotional intelligence and readiness for change indicate a robust relationship between these variables. The total emotional intelligence score exhibited a strong positive correlation with both the change commitment and change efficacy subscales of the ORIC questionnaire. This implies that individuals with higher levels of emotional intelligence tend to display higher levels of commitment and efficacy in embracing and supporting organizational change.

Furthermore, the significant positive correlation between total emotional intelligence and total ORIC scores underscores the importance of emotional intelligence in fostering readiness for change. Individuals with higher emotional intelligence are more likely to possess greater overall readiness to embrace and adapt to change.^[44] This finding supports the notion that emotional intelligence plays a crucial role in facilitating individuals’ ability to navigate and cope with the challenges associated with organizational change initiatives.^[45] It suggests that emotional intelligence enables individuals to recognize and regulate their own emotions, understand and empathize with others’ emotions, and effectively utilize emotions to facilitate change implementation.^[2]

Moreover, the positive correlations found between emotional intelligence and the ORIC subscales of change commitment and change efficacy are in line with prior studies examining emotional intelligence and change-related constructs. For instance, a study by Tsai et al, revealed that emotional intelligence positively influenced banking employee’s commitment to organizational goals and their self-efficacy in achieving those goals.^[46] Similarly, a conceptual framework by Ray and Patnaik, emphasized that emotional intelligence boost levels of self-efficacy in dealing with change-related challenges.^[47] However, it is important to note that these studies were conducted outside of healthcare settings. Despite the contextual differences, these findings reinforce the notion that emotional intelligence plays a crucial role in individuals’ commitment and efficacy when it comes to change implementation. While further research is needed to specifically investigate the relationship between emotional intelligence and readiness for change in healthcare settings, the consistent positive associations found in related fields suggest that emotional intelligence is likely to have similar effects on nurses’ commitment and efficacy during organizational change processes.

Furthermore, the significant positive correlation between total emotional intelligence and total ORIC scores is consistent with broader research on emotional intelligence and its impact on various organizational outcomes. Studies have shown that emotional intelligence positively influences employee performance, job satisfaction, and organizational commitment.^{[48, 49]} The current study’s findings extend this understanding by highlighting the relationship between emotional intelligence and readiness for change. The ability to recognize and regulate emotions, understand others’ emotions, and effectively use emotions to facilitate change can contribute to individuals’ overall readiness to embrace and adapt to organizational change initiatives.

The negative correlation between age and readiness for change suggests that older participants tend to exhibit lower levels of overall organizational readiness, as well as lower levels of change commitment and change efficacy. These findings align with previous research highlighting the impact of age on employees’ attitudes towards change. For instance, research by Von Treuer et al, found that younger employees were more likely to embrace change and demonstrate higher levels of change readiness compared to their older counterparts.^[50] Similarly, Baljoon et al, found that nurse’s age was negatively correlated with their work motivation and creativity.^[51] This may be attributed to factors such as generational differences, where younger individuals may be more accustomed to rapid change and more open to new ideas and approaches. Additionally, older individuals may have developed established routines and ways of working, making them more resistant to change^{[52, 53]}

Similarly, the negative correlations observed between years of experience and readiness for change, change commitment, and change efficacy suggest that individuals with more professional experience tend to have lower levels of readiness for organizational change. These findings are consistent with previous research that has identified a negative relationship between years of experience and change-related attitudes. For instance, the research by Dubois et al, indicated that employees with longer tenures in their organizations exhibited higher levels of resistance to change.^[54] This may be attributed to factors such as entrenched habits, perceived loss of expertise or status, or a reluctance to disrupt established routines that have yielded success in the past. It is important to note that while age and years of experience show negative correlations with readiness for change, commitment, and efficacy, these correlations, although statistically significant, are relatively weak in magnitude. This suggests that while age and experience may have some influence on individuals’ attitudes towards change, they are not the sole determining factors. Other individual and organizational factors are likely to interact with age and experience to shape individuals’ readiness for change.

The findings pertaining to the fourth research question, which examined the variations in readiness for organizational change among Jordanian nurses based on sociodemographic variables, offer significant insights into the potential impact of marital status, hospital wards, gender, and educational level on individuals’ readiness, commitment, and efficacy in embracing organizational change. Regarding marital status, although the main effect on total organizational readiness for change scores was not statistically significant, there were indications of potential differences. Single participants demonstrated the highest mean total ORIC score, followed by married individuals, while divorced participants had the lowest mean total ORIC score. These findings suggest that marital status may play a role in individuals’ readiness for change, with single individuals exhibiting higher levels of readiness compared to married or divorced individuals. However, caution should be exercised in interpreting these findings due to the non-significant P value. To reconcile contradictory findings from previous studies, further research with larger sample sizes is warranted.

In terms of change commitment, notable differences were observed among participants with varying marital statuses. Specifically, married and divorced individuals demonstrated lower levels of commitment compared to their single counterparts. However, no significant differences were found in change efficacy scores across the different marital status groups. These findings suggest that marital status may exert an influence on individuals’ commitment to change initiatives, while not significantly impacting their perceived effectiveness in implementing change. It is important to note that, to the best of the researcher’s knowledge, no previous studies have reported similar findings. Thus, a direct comparison of these results with existing literature is not feasible at this time. Consequently, further research is necessary to acquire a more comprehensive understanding of the intricate interplay between marital status and individuals’ attitudes toward change. Exploring this relationship in greater depth will contribute to the existing knowledge base and enable a more nuanced understanding of the factors influencing change-related attitudes and behaviors.

With respect to hospital wards, no statistically significant main effect was found on total organizational readiness for change scores. However, when examining the mean scores, the medical ward and critical care units showed higher mean total ORIC scores compared to the emergency room (ER). Similarly, no significant differences were observed in change commitment and change efficacy scores among the different hospital wards. These findings suggest that the specific hospital ward may not have a substantial impact on nurses’ overall readiness, commitment, or efficacy in embracing organizational change. In terms of gender, no statistically significant differences were found between males and females in terms of change commitment and change efficacy. These results indicate that gender may not play a significant role in nurses’ commitment to change or their perceived efficacy in implementing change initiatives. These findings are consistent with previous research suggesting that gender does not substantially impact change-related attitudes in the workplace.^[54] The assumption of equal variances further supports the validity of these findings. However, it is worth noting that some previous studies have reported gender differences in change-related attitudes, emphasizing the need for additional research to clarify the relationship between gender and readiness for organizational change.^[55]

Lastly, based on educational level, the t tests did not yield statistically significant differences in change commitment or change efficacy between the bachelor and master groups. These results suggest that educational level may not be a significant predictor of nurses’ commitment to change or their perceived efficacy in implementing change initiatives.^[56] These findings are contradictory to some previous studies that have found significant association between educational level and change-related attitudes.^{[57, 58]} Thus, further research is needed to reconcile these divergent findings and explore the potential moderating factors that may influence the relationship between educational level and readiness for change.

4.1. Implications

Practitioners should consider designing and implementing training programs that specifically target the enhancement of emotional intelligence skills among employees. These programs can include modules focused on self-awareness, self-regulation, empathy, and social skills. By improving employees’ emotional intelligence, organizations can positively impact their readiness for organizational change. Employees with higher emotional intelligence may exhibit greater adaptability, resilience, and acceptance of change, contributing to a smoother implementation process.

Practitioners should prioritize the establishment of positive team dynamics and open communication channels within their organizations. This can foster a supportive environment where employees feel comfortable expressing their concerns, opinions, and ideas regarding organizational change.

4.2. Recommendations

In the Jordanian context, it is important to consider cultural norms and values when implementing organizational change. Practitioners should be mindful of the collectivist nature of Jordanian society and the importance of maintaining harmonious relationships. Emphasize the benefits of the change for the collective rather than individual gains to foster acceptance and cooperation.

4.3. Limitations

The research was conducted exclusively among Jordanian nurses in governmental hospitals, limiting the generalizability of the findings to other healthcare contexts or populations. Additionally, the study relied on self-report measures, which are subject to biases and potential social desirability effects. Future research could employ a longitudinal design to explore the long-term effects of emotional intelligence on readiness for change and examine the impact of interventions aimed at enhancing emotional intelligence in the context of organizational change.

5. Conclusion

The strong positive relationship between emotional intelligence and readiness for change has significant implications for healthcare organizations. By recognizing the importance of emotional intelligence in the context of change, organizations can prioritize the development and enhancement of emotional intelligence competencies among nurses. This can be achieved through targeted training programs, workshops, and coaching sessions that focus on emotional awareness, self-regulation, empathy, and effective communication. The study’s findings have important practical implications for nurse managers, educators, and policymakers in healthcare organizations. By recognizing the existing levels of emotional intelligence and readiness for change among nurses, interventions can be designed to enhance these factors further. Strategies such as training programs, workshops, and coaching sessions can be implemented to develop emotional intelligence competencies and foster a positive attitude towards change among nurses. These initiatives can contribute to improving nurses’ ability to adapt to and embrace organizational changes, ultimately leading to better patient outcomes and organizational effectiveness.

Acknowledgments

The authors extend their appreciation to Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R444), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.

Author contributions

Conceptualization: Walaa Mderis, Ghada Abu Shosha, Amany Anwar Saeed Alabdullah.

Formal analysis: Islam Oweidat, Majdi M. Alzoubi.

Funding acquisition: Amany Anwar Saeed Alabdullah.

Investigation: Khalid Al-Mugheed.

Methodology: Sally Mohammed Farghaly Abdelaliem.

Project administration: Sally Mohammed Farghaly Abdelaliem.

Supervision: Ghada Abu Shosha.