Journal List > J Korean Acad Nurs > v.44(6) > 1003034

Lee and Gu: Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research



This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students.


The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis.


Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program.


Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

Figures and Tables

Figure 1
Research design.
Table 1
Emotional Intelligence Program for Undergraduate Nursing Students

EI=Emotional intelligence; SEA=Self-emotions appraisal; OEA=Others-emotions appraisal; ROE=Regulation of emotion; UOE=Use of emotion.

Table 2
Homogeneity Test of Characteristics and Dependent Variables between Experimental and Control Group (N=36)

*Fisher's exact test; Exp.=Experimental group; Cont.=Control group.

Table 3
Effect of Emotional Intelligence Program on Emotional Intelligence, Communication Skills, Resilience, Stress Coping Strategy, and Clinical Competence (N=36)

Exp.=Experimental group (n=17); Cont.=Control group (n=19); G×T=Group×Time.

Table 4
Experience of Changes in Clinical Practice after Participating in Emotional Intelligence Program


This manuscript is based on a part of the first author's doctoral dissertation from from Gyeongsang National University.


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