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Emotional Intelligence in Healthcare: Driving High-Quality Care and Team Performance

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1.  Which definition best reflects Emotional Intelligence (EQ) as presented in the course?
  1. The ability to read the soft skills of human interaction and use them to positive ends
  2. The ability to suppress emotions to maintain objectivity
  3. The mastery of technical protocols and clinical guidelines
  4. The capacity to memorize facts and solve abstract puzzles quickly
2.  Which set correctly lists the five core domains of Emotional Intelligence emphasized in the course?
  1. Self-efficacy, resilience, grit, optimism, conscientiousness
  2. Self-awareness, self-regulation, motivation, empathy, social skills
  3. Intelligence, memory, logic, language, speed
  4. Presence, influence, charisma, decisiveness, compliance
3.  In the high-EI leadership scenario during an EHR rollout, which behavior most clearly demonstrates high emotional intelligence?
  1. Enforcing compliance and limiting discussion to save time
  2. Validating concerns, reframing around shared goals, and facilitating collaborative input
  3. Redirecting all questions to IT to maintain clinical focus
  4. Emphasizing that resistance is unprofessional and must stop
4.  According to the neural model of self-regulation in the course, which statement is most accurate?
  1. The “reptilian brain” primarily handles executive functions and long-term planning
  2. The mammalian brain has high impulse control and rarely seeks immediate relief
  3. Disconnection between lower and upper brain regions impairs self-regulation; planning practices like meditation can help maintain connection
  4. The neocortex develops fully in early childhood
5.  Which example best illustrates low self-awareness in a clinical or team context?
  1. A clinician who misses nonverbal cues and misreads team tension, reducing trust and increasing risk of errors
  2. A clinician who pauses to notice rising frustration before speaking up
  3. A clinician who restates the team’s goal before proposing a change
  4. A clinician who documents rationale and evidence for a plan change