The Effectiveness of an Emotional Intelligence Training Program on Emotional Intelligence and Multidimensional Self‐Efficacy: A Quasi‐Experimental Study

Abstract

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.