The mediating role of emotional intelligence in the relationship between technostress and burnout prevention among critical care nurses a structural equation modelling approach

The critical care nurses continuously encounter the highly pressurized and stressful environment within the fast-changing atmosphere of healthcare [1]. Many roles within the area involve dealing with life-threatening situations, making profound decisions, and even attending to emotional and physical needs on the part of the patients within the intensive care units [2, 3]. Added to that is the increased dependency on technology for the contemporary healthcare systems. While technological changes have revolutionized how health services are delivered, they have also come along with their demands and extra stressors coupled as technostress [4]. Technostress is a condition upon which a person feels unable to cope with new technologies and subsequently feels frustrated, anxious, and emotionally exhausted [5]. For critical care nurses, who encompass both technical and emotional complexities in their work, the experience of technostress is most poignant and might lead to burnout that affects their well-being and job performance [6, 7].

Burnout in health services is an omnipresent problem and could be defined as a syndrome characterized by emotional exhaustion, depersonalization, and decrease in personal accomplishment [8]. Critical care nurses, due to the nature of their work, hold a high disposition for burnout. The constant exposure to critically ill patients, less-than-predictable work environments, and emotional strain can take a significant toll on their mental and physical health [9]. Burnout affects not only the individual nurse but also patient care, healthcare organizations, and the broader healthcare system [10]. Burned-out nurses may become less concerned with their work, which can translate into lower levels of patient satisfaction, more medical errors, and higher levels of nurse turnover [11]. It follows, then, that addressing the factors contributing to burnout in critical care nursing is crucial not only for improving a nurse’s well-being but also for ensuring better patient outcomes [12, 13].

The association between emotional intelligence and burnout has already been considered in many contexts; however, possible mediation by emotional intelligence in the context of technostress has been much less well considered to date [14]. With the continuous development of health care technologies, a critical care nurse is expected to refresh his or her technical skills continuously, work with complicated systems, and incorporate new technologies into patient care [15]. For some nurses, this adaptation to technology may promote feelings of inadequacy, frustration, and even fear of becoming obsolete-some components of technostress [16]. It is still possible that emotional intelligence buffers these negative effects by providing nurses with the emotional means of managing technology use-related stress [17]. For instance, nurses with high emotional intelligence might manage their anxiety about learning new technologies more effectively, seek more support from colleagues, and also maintain a more consistently positive attitude toward change [18, 19].

The interplay of technostress, emotional intelligence, and burnout finds special significance in critical care nursing, which earnestly requires both emotional and technical competencies [19]. Critical care nurses need to cope not only with the emotional demands of their work but also to maintain their proficiency in the use of a wide scope of medical technologies, ranging from ventilators to electronic health records and telemedicine systems [20, 21]. The perpetual need to adapt to new technological tools may create a feeling of being overwhelmed that culminates in technostress [22]. If left unaddressed, this technostress contributes to burnout, further increasing the issues that critical care nurses have to face [22]. On the other hand, emotional intelligence could play a critical buffer in that relationship by helping nurses manage the emotional demands associated with technostress and preventing burnout [23].

As the healthcare system continues to progress into new dimensions, the compulsion to deal with the effects of technostress among critical care nurses has never been higher than now [24]. Emotional intelligence is one of the promising avenues that may help mitigate the adverse effects of technostress and prevent burnout [25]. This emerging literature underlines that emotional intelligence in healthcare settings may become of great importance and utilizes fully the potential to address challenges associated with technostress and burnout amongst critical care nurses [26]. By fostering emotional intelligence within the setting of the health care environment, one is able to help both in enhancing the well-being of the nurses as well as providing good quality of care to the patients [27].

Table 1 provides an overview of the demographic characteristics of the study participants (N = 180). The sample was predominantly female (67.8%), with 122 female participants compared to 58 males (32.2%). The majority of the participants were between the ages of 31 and 40 years (42.8%), followed by 36.1% in the 20–30 age group. Only 4.4% of participants were over 50 years of age. Regarding years of experience, 41.7% of the participants had between 6 and 10 years of experience, while 27.8% had 1–5 years of experience, and 30.5% had more than 10 years of experience. This distribution suggests that the sample consisted of relatively experienced nurses, with a notable proportion working in ICUs for over a decade. The distribution of participants across different ICU departments shows that 35.6% of nurses worked in general ICUs, 28.9% in cardiovascular ICUs, 20.0% in neonatal ICUs, and 15.6% in other ICU specialties.

Table 2 presents the descriptive statistics for technostress, emotional intelligence, and burnout among 180 critical care nurses. The average technostress score is 3.42, with a standard deviation of 0.78, indicating a moderate level of technostress on a scale from 1.2 to 5.0. Emotional intelligence scores are slightly higher, averaging 3.78 with a standard deviation of 0.85, suggesting that nurses generally possess moderate to high emotional intelligence within a range of 1.5 to 5.0. The total burnout score among the nurses’ averages at 4.05, with a standard deviation of 0.96 and a range from 2.1 to 6.0, pointing to moderate levels of overall burnout. This total includes personal burnout, which is slightly higher at 4.22, indicating significant emotional and physical exhaustion. Work-related burnout averages lower at 3.90, while client-related burnout is at 4.10, both reflecting substantial challenges but varying slightly in their impact on the nurses.

Table 3 presents the Pearson correlation coefficients between technostress, emotional intelligence, and the different dimensions of burnout. There was a significant positive correlation between technostress and burnout (r = 0.56, p < 0.01), indicating that higher levels of technostress were associated with higher burnout levels. In contrast, emotional intelligence was negatively correlated with burnout (r = -0.49, p < 0.01), suggesting that higher emotional intelligence is associated with lower burnout levels. Emotional intelligence was also negatively correlated with technostress (r = -0.45, p < 0.01), implying that nurses with higher emotional intelligence experienced less technostress. Interestingly, technostress showed a particularly strong relationship with emotional exhaustion (r = 0.52, p < 0.01) and depersonalization (r = 0.47, p < 0.01), two key components of burnout. Emotional intelligence, on the other hand, was most strongly correlated with personal accomplishment (r = 0.48, p < 0.01) and emotional exhaustion (r = -0.53, p < 0.01).

Table 4 details the fit indices from the Structural Equation Modeling (SEM) analysis. The chi-square value of 158.32 with 88 degrees of freedom was statistically significant, but the chi-square/df ratio was 1.80, which falls within the acceptable range of ≤ 3.0, indicating a good fit. The Comparative Fit Index (CFI) and Tucker-Lewis Index (TLI) were 0.92 and 0.90, respectively, both above the acceptable cut-off of 0.90, demonstrating a good fit. The Root Mean Square Error of Approximation (RMSEA) was 0.05, and the Standardized Root Mean Square Residual (SRMR) was 0.04, both of which meet the criteria for a well-fitting model. The Goodness of Fit Index (GFI) was 0.91, slightly above the acceptable threshold of 0.90, while the Adjusted Goodness of Fit Index (AGFI) was 0.88, which is marginal but still within an acceptable range. Finally, the Akaike Information Criterion (AIC) of 206.32 was used for model comparison and confirmed that the model was well-specified.

Table 5 presents the standardized path coefficients for both the direct and indirect effects in the SEM analysis. The direct effect of technostress on burnout was significant, with a standardized coefficient of 0.42 (p < 0.001), showing that higher technostress leads to higher burnout. The negative direct effect of technostress on emotional intelligence was also significant (β = -0.47, p < 0.001), indicating that technostress reduces emotional intelligence. The direct effect of emotional intelligence on burnout was negative and significant (β = -0.49, p < 0.001), suggesting that higher emotional intelligence reduces burnout. The indirect effect of technostress on burnout through emotional intelligence was also significant (β = 0.23, p = 0.002), confirming that emotional intelligence mediates the relationship between technostress and burnout.

Table 6 summarizes the results of the bootstrap analysis used to test the mediation effect of emotional intelligence. The standardized indirect effect of technostress on burnout through emotional intelligence was 0.23, with a 95% confidence interval of 0.11 to 0.35, and a p-value of 0.002. Since the confidence interval does not include zero, the mediation effect is statistically significant.

Table 7 and Fig. 1 presents the mean burnout scores across different levels of emotional intelligence. Nurses with low emotional intelligence (EI ≤ 2.5) had the highest mean burnout score of 4.82 (SD = 0.89), whereas those with moderate emotional intelligence (EI between 2.6 and 3.9) had a lower mean burnout score of 4.12 (SD = 0.75). Nurses with high emotional intelligence (EI ≥ 4.0) reported the lowest burnout score, with a mean of 3.31 (SD = 0.68). The difference in burnout scores across these groups was statistically significant (p < 0.001).

This study examined the mediating role of emotional intelligence in the relationship between technostress and burnout among critical care nurses. The findings indicate that emotional intelligence explains part of the indirect pathway through which technostress contributes to burnout, rather than moderating its effects.

The positive correlation between technostress and burnout found in this study aligns with previous research, which consistently shows that increased exposure to technological demands contributes to higher levels of stress and emotional exhaustion among nurses [30]. In critical care settings, the frequent use of sophisticated medical technologies such as ventilators, electronic health records (EHRs), and diagnostic machines can lead to feelings of overload and frustration [31]. These demands, coupled with the pressure of delivering life-saving care, place critical care nurses in a unique position where they are particularly vulnerable to technostress [32]. Our findings highlight that technostress is significantly associated with burnout, particularly emotional exhaustion and depersonalization, two core dimensions of burnout that reflect a sense of fatigue and emotional detachment from the job.

The high levels of emotional exhaustion found among the participants echo the results of other studies that have documented similar trends in healthcare professionals working in high-stress environments [33]. Emotional exhaustion is often the first and most prominent symptom of burnout, and it is particularly concerning in nursing, where compassion, empathy, and patient-centered care are essential [34]. The link between technostress and emotional exhaustion in this study suggests that as technological demands increase, nurses may struggle to maintain the emotional energy required to care for critically ill patients [35]. Depersonalization, or the development of a cynical and detached attitude toward patients, is another burnout dimension strongly related to technostress [36]. This is particularly problematic in critical care settings, where patient-nurse interactions are often intense and emotionally charged [37]. As our study indicates, Nurses experiencing high levels of technostress may exhibit increased emotional exhaustion and reduced engagement in their work. Given that burnout can contribute to emotional detachment in clinical practice, addressing technostress could be essential in maintaining high-quality patient care [38].

Importantly, this study adds to the existing literature by highlighting the significant protective role of emotional intelligence in mitigating the effects of technostress on burnout [39]. Emotional intelligence, defined as the ability to perceive, understand, manage, and regulate emotions, has been shown to be a critical factor in helping individuals navigate stressful and emotionally demanding situations [40]. The negative association between emotional intelligence and burnout in this study suggests that nurses with higher levels of emotional intelligence are better equipped to manage the emotional challenges posed by technostress [41]. This is consistent with previous research indicating that emotionally intelligent individuals are more adept at managing their stress levels, maintaining interpersonal relationships, and preventing the onset of burnout [40, 42].

Our findings demonstrate that emotional intelligence significantly associated with emotional exhaustion and depersonalization. Nurses who possess high emotional intelligence are more likely to regulate their emotions effectively, avoid becoming overwhelmed by the emotional demands of the job, and maintain a sense of empathy and connection with their patients [43]. These nurses are less likely to experience emotional exhaustion because they can recognize the early signs of stress and take proactive measures to manage it [44]. Furthermore, emotional intelligence enables nurses to remain engaged and connected with their patients, reducing the likelihood of depersonalization, even in the face of significant stressors such as technostress [45].

The mediation analysis provides further evidence of the critical role of emotional intelligence in the relationship between technostress and burnout [46]. Specifically, emotional intelligence was found to partially mediate the impact of technostress on burnout, suggesting that while technostress directly contributes to burnout, The analysis indicates that emotional intelligence mediates the relationship between technostress and burnout, partially explaining how technostress contributes to burnout among critical care nurses [47]. This finding is important because it suggests that emotional intelligence not only acts as a buffer against burnout but also mitigates the negative effects of technostress, providing a pathway through which nurses can manage the demands of both technology and patient care more effectively.

The bootstrap analysis confirms the robustness of this mediation effect, with a significant indirect effect of technostress on burnout through emotional intelligence. These findings suggest that interventions aimed at enhancing emotional intelligence may help reduce burnout by addressing one of the pathways through which technostress contributes to it [48]. Emotional intelligence training programs could help nurses develop the skills necessary to recognize and manage the emotional and psychological challenges associated with technostress, thereby reducing their risk of burnout [49].

Our findings also align with previous research on the role of emotional intelligence in promoting resilience and psychological well-being in healthcare professionals [50]. Nurses with higher emotional intelligence are not only better at managing their own emotions but also at navigating the emotions of others, including their colleagues and patients [51]. This skill set is particularly important in critical care environments, where teamwork, communication, and emotional labor are essential components of effective patient care [52]. By fostering emotional intelligence, healthcare organizations may be able to enhance the emotional resilience of their nursing staff, leading to better job satisfaction, reduced turnover, and improved patient outcomes [53].

It is also worth noting that the association between emotional intelligence and personal accomplishment was positive, indicating that nurses with higher emotional intelligence are more likely to feel a sense of achievement and fulfillment in their work [54]. This finding underscores the broader benefits of emotional intelligence beyond just reducing stress and preventing burnout [55]. Nurses who are emotionally intelligent may find greater meaning and satisfaction in their work, which can contribute to a more positive workplace environment and higher levels of job engagement [56].

This study highlights the mediating role of emotional intelligence in the relationship between technostress and burnout, demonstrating how it helps explain the indirect pathway through which technostress contributes to burnout among critical care nurses. In a high-pressure environment where technological demands and emotional labor converge, emotional intelligence emerges as a protective factor that helps nurses manage the psychological and emotional toll of their work. The findings highlight that while technostress is a significant contributor to burnout, particularly in terms of emotional exhaustion and depersonalization, nurses with higher emotional intelligence are better equipped to buffer these effects and maintain their well-being.

As healthcare technology continues to evolve and play a central role in clinical practice, it is imperative for healthcare organizations to recognize the potential risks of technostress and take proactive steps to support their staff. This includes not only providing adequate training and resources for managing new technologies but also fostering emotional resilience through emotional intelligence development programs. By investing in emotional intelligence, healthcare organizations can reduce burnout, improve job satisfaction, and ultimately enhance the quality of care delivered to patients.

In conclusion, the findings of this study underscore the importance of addressing both the emotional and technological challenges faced by critical care nurses. Emotional intelligence represents a critical resource in navigating these challenges and promoting sustainable, healthy work environments in an increasingly technology-driven healthcare landscape.