Determining the Emotional Intelligence Levels of Nursing Students (Cross-Sectional Study)

Aim: This study aimed to determine the emotional intelligence (EI) levels of nursing students. Materials and Methods: A cross-sectional and descriptive design was employed. Data were collected between September and November 2024 through face-to-face interviews using a Personal Information Form, which included sociodemographic characteristics, and the Emotional Intelligence Scale. The study population consisted of 390 students. Sample size was calculated with G*Power 3.1.9.7 using a power of 95% (1-β = 0.95), alpha of 0.05, and effect size of 0.5, yielding 154 participants. A total of 293 students who volunteered were included. Results: No statistically significant differences were found in EI scores by gender (p > 0.05). However, significant differences were observed in emotional awareness, self-regulation, self-motivation, empathy, management of others’ emotions, and total EI scores in relation to academic achievement and students’ efforts to improve EI (p < 0.05). Empathy and management of others’ emotions also varied significantly according to participants’ knowledge of EI (p < 0.05). Moreover, increased age and year of study were associated with higher self-motivation, empathy, and emotional management skills. Conclusion: The findings indicate that gender is not a determinant of EI among nursing students, while academic success, EI awareness, and willingness for self-development are positively related to EI. The study emphasizes the importance of integrating EI competencies into nursing curricula alongside cognitive and technical skills. Strengthening EI in nursing education may enhance students’ empathetic communication, stress management, and contribution to patient safety.