Effectiveness of emotional intelligence training on nurses' and nursing students' emotional intelligence, resilience, stress, and communication skills: a systematic review and meta-analysis

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Nurse Education Today Pub Date : 2025-04-10 DOI:10.1016/j.nedt.2025.106743

Tetsuharu Kawashima , Yuma Ota , Gen Aikawa , Mayumi Watanabe , Kaoru Ashida , Hideaki Sakuramoto

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Abstract

Aims

This study evaluates the effectiveness of emotional intelligence training on emotional intelligence, resilience, stress, and communication skills among nurses and nursing students.

Design

We conducted a systematic review and meta-analysis of the effectiveness of emotional intelligence training in nurses and nursing students.

Data sources

Randomised controlled trials were searched in MEDLINE (via PubMed), CINAHL (via EBSCOhost), Web of Science (via Ovid), ERIC (via ProQuest), Cochrane Central Register of Controlled Trials (CENTRAL), and Igaku Chuo Zasshi databases from inception to 9–11 October 2024.

Review methods

Two authors independently screened each study and assessed eligibility. Authors calculated the pooled effect estimates associated with nurses' and nursing students' emotional intelligence, resilience, stress, and communication skills using a random-effects meta-analytic model.

Results

The search yielded 1731 studies from electronic databases. After removing duplicates, 1294 records remained. Following title and abstract screening, 34 studies qualified for full-text review, of which 11 studies were excluded based on inclusion criteria, leaving 23 studies for analysis. Emotional intelligence training significantly improved emotional intelligence compared to the control group (16 trials, N = 1155; SMD = 1.76 [95 % CI: 1.06 to 2.45]). It also had a significant effect in reducing stress (4 trials, N = 312; SMD = −1.51 [95 % CI: −2.96 to −0.07]) and demonstrated a significant positive effect on communication skills (4 trials, N = 329; SMD = 2.72 [95 % CI: 0.64 to 4.79]). However, it had no significant effect on resilience (2 trials, N = 138; SMD = 2.71 [95 % CI: −1.55 to 6.97]).

Conclusions

This study found that emotional intelligence training had a statistically significant positive impact on enhancing emotional intelligence in nursing students and nurses in both the short and long term. It also significantly reduced stress and improved communication skills but had no significant effect on resilience.

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情商培训对护士和护理专业学生的情商、抗压能力、压力和沟通技巧的影响：系统综述和荟萃分析

目的探讨情绪智力训练对护士和护生情绪智力、心理弹性、压力和沟通技巧的影响。我们对护士和护生进行情绪智力训练的效果进行了系统回顾和meta分析。数据来源随机对照试验从成立至2024年10月9日至11日在MEDLINE（通过PubMed）、CINAHL（通过EBSCOhost）、Web of Science（通过Ovid）、ERIC（通过ProQuest）、Cochrane Central Register of controlled trials （Central）和Igaku Chuo Zasshi数据库中检索。两名作者独立筛选每项研究并评估其合格性。作者使用随机效应元分析模型计算了与护士和护生的情绪智力、恢复力、压力和沟通技巧相关的综合效应估计。结果从电子数据库中检索到1731项研究。删除重复项后，保留了1294条记录。经过标题和摘要筛选，34项研究符合全文综述的条件，其中11项研究根据纳入标准被排除，留下23项研究供分析。与对照组相比，情绪智力训练显著提高了情绪智力(16项试验，N = 1155；SMD = 1.76 [95% CI: 1.06 ~ 2.45])。它在减轻压力方面也有显著的效果(4项试验，N = 312；SMD = - 1.51 [95% CI: - 2.96至- 0.07])，对沟通技巧有显著的积极影响(4项试验，N = 329；SMD = 2.72 [95% CI: 0.64 ~ 4.79])。但对心理弹性无显著影响(2项试验，N = 138；SMD = 2.71 [95% CI:−1.55 ~ 6.97])。结论情绪智力训练对护生和护士情绪智力的短期和长期提升均有显著的正向影响。它还显著减轻了压力，提高了沟通技巧，但对恢复力没有显著影响。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.