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Emotional intelligence development remains insufficiently embedded within many undergraduate nursing curricula.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A quasi\u2010experimental two\u2010group pretest\u2013posttest study design was conducted with 119 undergraduate nursing students in Saudi Arabia. Students were assigned to an intervention group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200962) or a control group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200957). The Schutte Self\u2010Report Emotional Intelligence Test and multidimensional self\u2010efficacy were used to measure the variables. Independent\u2010samples and paired\u2010samples\n                      <jats:italic>t<\/jats:italic>\n                      \u2010tests were used for between\u2010 and within\u2010group comparisons.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Postintervention, the intervention group demonstrated significantly higher emotional intelligence scores (\n                      <jats:italic>M<\/jats:italic>\n                      \u2009=\u2009134.19, SD\u2009=\u20099.79) than the control group (\n                      <jats:italic>M<\/jats:italic>\n                      \u2009=\u2009126.32, SD\u2009=\u200916.26),\n                      <jats:italic>t<\/jats:italic>\n                      (90.33)\u2009=\u20093.168,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.002,\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.598. The intervention group also showed significant improvements across all five self\u2010efficacy dimensions (\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.299\u20131.219), whereas the control group showed minimal change. Within\u2010group analyses revealed large to very large pre\u2013post improvements in the intervention group (\n                      <jats:italic>d<\/jats:italic>\n                      = 0.275\u20131.066), with no significant changes in the control group except academic self\u2010efficacy (\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.284,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.036).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Emotional intelligence competencies can be developed through brief, structured educational interventions and that emotional intelligence enhancement is linked to gains in students\u2019 self\u2010efficacy and professional readiness outcomes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Structured emotional intelligence training significantly enhances emotional intelligence and multidimensional self\u2010efficacy among undergraduate nursing students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for Nursing<\/jats:title>\n                    <jats:p>Integrating emotional intelligence training into undergraduate nursing curricula may strengthen students\u2019 emotional preparedness and academic confidence.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for Nursing Policy<\/jats:title>\n                    <jats:p>Nursing education policies should recognize emotional intelligence as a core professional competency and support its integration into curriculum standards.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for Nursing Management<\/jats:title>\n                    <jats:p>Nursing education leaders and academic administrators should prioritize structured, competency\u2010based communication training and language support initiatives within nursing curricula to strengthen students\u2019 humanistic practice abilities and improve future patient\u2010centered care outcomes.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1155\/jonm\/7930140","type":"journal-article","created":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T05:21:31Z","timestamp":1791177691000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The Effectiveness of an Emotional Intelligence Training Program on Emotional Intelligence and Multidimensional Self\u2010Efficacy: A Quasi\u2010Experimental Study"],"prefix":"10.1155","volume":"2026","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6237-5663","authenticated-orcid":false,"given":"Shaherah Yousef","family":"Andargeery","sequence":"first","affiliation":[{"name":"Department of Nursing Management and Education College of Nursing Princess Nourah bint Abdulrahman University  P.O. 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