Journal of nursing management · 2026
The Effectiveness of an Emotional Intelligence Training Program on Emotional Intelligence and Multidimensional Self-Efficacy: A Quasi-Experimental Study.
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Andargeery Shaherah Yousef, Lotfy Enas Mohammed
Аннотация
AIM: To evaluate the effectiveness of a structured emotional intelligence training program on emotional intelligence and multidimensional self-efficacy among undergraduate nursing students.
BACKGROUND: Emotional intelligence is recognized as a core competency in nursing education, supporting emotional regulation, interpersonal effectiveness, and academic persistence in demanding clinical environments. Emotional intelligence development remains insufficiently embedded within many undergraduate nursing curricula.
METHODS: A quasi-experimental two-group pretest-posttest study design was conducted with 119 undergraduate nursing students in Saudi Arabia. Students were assigned to an intervention group (n = 62) or a control group (n = 57). The Schutte Self-Report Emotional Intelligence Test and multidimensional self-efficacy were used to measure the variables. Independent-samples and paired-samples t-tests were used for between- and within-group comparisons.
RESULTS: Postintervention, the intervention group demonstrated significantly higher emotional intelligence scores (M = 134.19, SD = 9.79) than the control group (M = 126.32, SD = 16.26), t(90.33) = 3.168, p = 0.002, d = 0.598. The intervention group also showed significant improvements across all five self-efficacy dimensions (d = 0.299-1.219), whereas the control group showed minimal change. Within-group analyses revealed large to very large pre-post improvements in the intervention group (d = 0.275-1.066), with no significant changes in the control group except academic self-efficacy (d = 0.284, p = 0.036).
DISCUSSION: Emotional intelligence competencies can be developed through brief, structured educational interventions and that emotional intelligence enhancement is linked to gains in students' self-efficacy and professional readiness outcomes.
CONCLUSION: Structured emotional intelligence training significantly enhances emotional intelligence and multidimensional self-efficacy among undergraduate nursing students.
IMPLICATIONS FOR NURSING: Integrating emotional intelligence training into undergraduate nursing curricula may strengthen students' emotional preparedness and academic confidence.
IMPLICATIONS FOR NURSING POLICY: Nursing education policies should recognize emotional intelligence as a core professional competency and support its integration into curriculum standards.
IMPLICATIONS FOR NURSING MANAGEMENT: Nursing education leaders and academic administrators should prioritize structured, competency-based communication training and language support initiatives within nursing curricula to strengthen students' humanistic practice abilities and improve future patient-centered care outcomes.
BACKGROUND: Emotional intelligence is recognized as a core competency in nursing education, supporting emotional regulation, interpersonal effectiveness, and academic persistence in demanding clinical environments. Emotional intelligence development remains insufficiently embedded within many undergraduate nursing curricula.
METHODS: A quasi-experimental two-group pretest-posttest study design was conducted with 119 undergraduate nursing students in Saudi Arabia. Students were assigned to an intervention group (n = 62) or a control group (n = 57). The Schutte Self-Report Emotional Intelligence Test and multidimensional self-efficacy were used to measure the variables. Independent-samples and paired-samples t-tests were used for between- and within-group comparisons.
RESULTS: Postintervention, the intervention group demonstrated significantly higher emotional intelligence scores (M = 134.19, SD = 9.79) than the control group (M = 126.32, SD = 16.26), t(90.33) = 3.168, p = 0.002, d = 0.598. The intervention group also showed significant improvements across all five self-efficacy dimensions (d = 0.299-1.219), whereas the control group showed minimal change. Within-group analyses revealed large to very large pre-post improvements in the intervention group (d = 0.275-1.066), with no significant changes in the control group except academic self-efficacy (d = 0.284, p = 0.036).
DISCUSSION: Emotional intelligence competencies can be developed through brief, structured educational interventions and that emotional intelligence enhancement is linked to gains in students' self-efficacy and professional readiness outcomes.
CONCLUSION: Structured emotional intelligence training significantly enhances emotional intelligence and multidimensional self-efficacy among undergraduate nursing students.
IMPLICATIONS FOR NURSING: Integrating emotional intelligence training into undergraduate nursing curricula may strengthen students' emotional preparedness and academic confidence.
IMPLICATIONS FOR NURSING POLICY: Nursing education policies should recognize emotional intelligence as a core professional competency and support its integration into curriculum standards.
IMPLICATIONS FOR NURSING MANAGEMENT: Nursing education leaders and academic administrators should prioritize structured, competency-based communication training and language support initiatives within nursing curricula to strengthen students' humanistic practice abilities and improve future patient-centered care outcomes.