Dynamics of Emotional Intelligence (E.I.), Students’ Professional Competencies and Practical Proficiency in Pharmacy Education

Abstract

Pharmacy education has evolved beyond technical knowledge, emphasising the importance of communication, professionalism, and patient-centred care. Emotional intelligence has emerged as an important factor influencing healthcare students’ professional competencies and practical performance in clinical settings. This study examined the relationship between emotional intelligence (EI), professional competencies, and practical proficiency among pharmacy students in a private university in the Philippines. Guided by Goleman’s Emotional Intelligence Model, the Ability Model, and Experiential Learning Theory, the study explored how emotional and professional competencies are associated with students’ practical performance in pharmacy education. A quantitative descriptive-correlational research design was employed involving 100 third- and fourth-year pharmacy students. Data were collected using standardised and structured survey questionnaires assessing emotional intelligence, professional competencies, and practical proficiency. Findings revealed that respondents demonstrated high levels of emotional intelligence (M = 4.09, SD = 0.452), professional competencies (M = 4.18, SD = 0.426), and practical proficiency (M = 4.28, SD = 0.527). Empathy emerged as the strongest emotional intelligence domain (M = 4.36), while communication (M = 4.42) and medication safety and risk management (M = 4.35) obtained the highest ratings under professional competencies and practical proficiency, respectively. Significant positive relationships were found between emotional intelligence and professional competencies (r = .388, p < .001), emotional intelligence and practical proficiency (r = .441, p < .001), and professional competencies and practical proficiency (r = .660, p < .001). Regression analysis further showed that emotional intelligence and professional competencies jointly explained 47.6% of the variance in practical proficiency (R² = .476, F = 44.534, p < .001). The findings suggest that emotional intelligence and professional competencies are significantly associated with students’ practical readiness in pharmacy education. The study highlights the value of integrating emotional intelligence development into pharmacy curricula to support students’ professional growth and clinical preparedness.