This skill enhances communication, resilience, care quality, and more.
- Emotional intelligence (EI) involves the capacity for self-awareness, self-motivation, and self-regulation. It also involves the ability to recognize feelings of others.
- EI is associated with improved nurse well-being, workplace performance, and potentially better patient outcomes.
- Incorporating EI training into nursing education and professional development may strengthen nursing practice and support future research.
Build your emotional intelligence
Emotional intelligence: A neglected nursing competency
Learning Objectives
- Explain how emotional intelligence enhances communication, job satisfaction, and patient care in nursing.
- Identify practical strategies for developing and applying emotional intelligence skills in clinical practice.
Reflective Learning Question 1:
How has emotional intelligence affected job satisfaction for you or your colleagues?
Reflective Learning Question 2:
What strategies can you use to build and apply emotional intelligence in daily practice?
No relevant financial relationships were identified for any individuals with the ability to control content of the NCPD activity.
Expiration: 11/1/29
1.5 ANCC contact hours
NURSING HAS LONG BEEN described as one of the most demanding professions. Nurses must think critically, communicate effectively, practice safely and efficiently, and adhere strictly to professional guidelines. Historically and today, many in the profession work short-staffed and beyond scheduled hours, encounter violence, and work through breaks and meals.
Emotional intelligence (EI) can address these challenging conditions. Whether inherent or developed, EI aids in navigating the high-pressure, interpersonal, and ethically complex nature of nursing work. Goleman defines EI as “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.” When applied to patient care, EI helps nurses understand their own emotions and interpret the emotions of others, which can lead to deeper understanding and improved communication. Sharkiya described these skills as essential in a profession where nuanced interactions can significantly impact patient outcomes and workplace dynamics.
Given the growing demands placed on nurses and the potential for EI to influence professional well-being and patient care, we conducted this review to synthesize emerging evidence on its outcomes among practicing nurses.
Methods
Previous EI and nursing reviews (such as Phillips and colleagues) have focused on implementing EI training programs and how EI in leadership and management can enhance retention and workforce sustainability.
To ensure rigor and transparency, the review protocol was informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist from Tricco and colleagues. In addition, we used the Population, Concept, Context framework to facilitate clarity in search criteria, following Aromataris and colleagues’ manual.
Within this framework, population refers to RNs, concept to EI, and context to studies examining EI and nurses in diverse healthcare settings.
An independent reviewer used Critical Appraisal Skills Programme (CASP) checklists to assess studies that met inclusion and exclusion criteria for quality, validity, and relevance. For this review, we created a three-stage research protocol not registered in any formal database.
During the search stage, we conducted an automated search using predetermined terms (“emotional intelligence” and “nurse”). We selected databases and search tools based on their quality, academic focus, and use of peer-reviewed articles. Filters and appropriate database-specific syntax for search terms were fully documented to enable replication and ensure transparency and reproducibility. To ensure inclusion of all recent and relevant articles, we conducted searches between March 26 and April 1, 2024, and again on February 25, 2025.
In the screening stage, two independent reviewers conducted title/abstract screening of potentially eligible articles using inclusion and exclusion criteria. Inclusion criteria consisted of investigation of EI in frontline nurses in all clinical settings, peer-reviewed, published between 2019 and 2025, and empirical works. Exclusion criteria included articles not related to frontline nurses, non-English works, and nonempirical publications. The reviewers then examined the full text of selected articles for the same inclusion and exclusion criteria.
In the final stage, a third reviewer used the appropriate CASP checklist to address quality and ensure inclusion criteria were met. If an article had two or more “No” answers in the CASP checklist, it was excluded from the review. All three researchers came to a consensus on all the articles included.
Using the Braun and Clarke thematic analysis method, the researchers separated the articles by familiarizing themselves with the data, then searching for and reviewing and defining themes. This resulted in six professional nursing themes. Six independent researchers were given one of the six groups of articles to conduct thematic analysis, review for relevancy to the theme, and synthesize and extract relevant predetermined data. The research team placed the obtained information into a shareable Micro-soft Teams Excel spreadsheet.
Results
The initial search yielded 5,319 articles. After removing duplicates, titles and abstracts of 4,447 articles were reviewed, leaving 211 articles for full text review. After a final review through the use of CASP checklists, 67 articles remained.
The included studies covered 7 years, spanned the globe and various medical settings, examined several EI measurement tools, and used various empirical methodologies. Most articles were published between 2021 and 2024 (81%, n=48).
The empirical approaches fell into quantitative, mixed-method, cross-sectional, systematic and/or scoping reviews. The studies used multiple validated tools to assess EI. The most frequently used tools included the Trait Emotional Intelligence Questionnaire, the Schutte Self-Report Emotional Intelligence Test, the Wong and Law Emotional Intelligence Scale, and the Emotional Intelligence Scale.
We identified six professional nursing-related EI themes: burnout/resilience (n=12), stress management/coping mechanisms (n=17), job satisfaction/retention (n=8), job performance (n=11), patient outcomes (n=7), and communication (n=8). Although some articles addressed more than one theme, we grouped them according to the dominant theme for analysis.
Burnout/resilience
Increased EI was consistently associated with reduced compassion fatigue and burnout as seen in Ruiz and colleagues’ study. It also was linked to greater resilience as noted by Aljarboa and colleagues. Although Soto-Rubio and colleagues found EI functioned as a protective factor in mitigating burnout, emotional attention, a component of EI, may inadvertently heighten vulnerability to burnout in situations where too much emotional attention is given, such as in personal conflicts or organizational injustices.
Several studies, such as those by Jiménez-Picón and colleagues, underscore the importance of targeted interventions to enhance EI, mindfulness, and psychological capital to safeguard nurses’ emotional well-being and job satisfaction. Wilson and colleagues found an association between mindfulness and improved well-being, while Ruggeri and colleagues emphasized the importance of multidimensional well-being practices, including social support and meaningful interpersonal connections. Given the significant toll of burnout on post-traumatic stress in prehospital emergency nurses (for example, flight nurses, critical-care transport nurses, and specially trained emergency medical services/ambulance nurses), Musio and colleagues noted that developing EI can serve as a critical strategy for safeguarding mental health.
Research, such as that conducted by Alam and colleagues, has found that EI enhanced nurses’ resilience and improved their work–life quality, particularly in high-stress healthcare environments like those experienced during the pandemic. In addition, Harris and Tao noted a link between personal religious and spiritual beliefs and improved mental well-being and reduced burnout among nurses.
Stress management/coping mechanisms
According to studies by Mao and colleagues, nurses with high EI have reduced stress levels and improved mental health. Sun and colleagues noted that nurses who participated in EI training programs had an increased understanding of their own emotions and those of their patients and colleagues. This increased EI was reflected in lower work-related stress and improved patient satisfaction, as noted by Zhang and colleagues and Liu and colleagues.
Zhang and colleagues also found that EI helped mitigate the effects of role ambiguity and anxiety in intensive care unit (ICU) nurses. These findings supported Mao and colleagues and Saikia and colleagues, who found that integrating EI training into nursing education enhances resiliency and coping mechanisms. Furthermore, Molero and colleagues and Abualruz and colleagues found a link between EI and reduced psychological distress among nurses.
Studies have shown that nurses with high EI displayed effective coping strategies for managing workplace stress and emotional demands. Jiménez-Picón and colleagues, Xie and colleagues, and Foster and colleagues all found that positive coping strategies—such as mindfulness, relaxation, and humor—were more frequently used by nurses with high EI, leading to improved self-acceptance and professional adaptability. Conversely, Jawabreh found that low EI correlated with negative coping styles, frustration, and reduced self-confidence.
Foster and colleagues and Zuzelo noted that EI training strengthened coping mechanisms, enhancing nurse well-being and career longevity. Additionally, Brimble and colleagues described how EI could play a significant role in managing emotional labor and maintaining professional integrity for nurses working in high-stress environments. Jawabreh also linked EI to better coping behaviors among ICU nurses, highlighting its importance in high-stress healthcare settings.
Job satisfaction/retention
Al-Oweidat and colleagues and Lingyu and colleagues found organizational commitment, as evidenced by increased loyalty and reduced turnover intentions, in nurses with high EI. Galanis and colleagues and Tajigharajeh and colleagues discussed how high EI can protect nurses against quiet quitting, turnover intention, and job burnout. According to Lingyu and colleagues, nurses with high EI better managed their emotions and relationships, making them more likely to stay committed to their job and less likely to want to quit.
Qin and colleagues and Villota and colleagues noted a significant positive correlation between EI and job satisfaction. In addition, Hemade and colleagues found that EI served as a mediator between work–life balance and job satisfaction, highlighting the positive impact of EI training and work–life balance initiatives on improving nurses’ job satisfaction.
Job performance
Turjuman and Alilyyani and Galanis and colleagues found that nurses with high EI consistently demonstrated better work performance, improved team dynamics, enhanced work engagement, and effective communication, further emphasizing EI’s critical role in nursing practice. Yu and colleagues noted a correlation between psychiatric nurses with high EI and improved care behavior, demonstrating its influence on compassion fatigue.
In high-pressure environments such as neonatal ICUs, Ayed found EI crucial for effective clinical decision-making. Furthermore, Song and colleagues noted how EI played a mediating role in the relationship between proactive personality and caring behavior, showcasing its broader impact on nursing practice.
Patient outcomes
Although limited, findings in this area suggested that emotionally intelligent nurses positively impacted patient satisfaction and care quality. Many studies, including by Bock, suggest that increased EI supports the opportunity for and likelihood of improved patient outcomes. Oweidat and colleagues found EI a key predictor of the quality of healthcare, highlighting the critical relationship between the delivery of high-quality care and the ability to navigate complex emotions and communicate effectively.
Communication
Li and colleagues and Raeissi and colleagues found a statistically significant relationship concerning EI and communication skills, clinical competency, and communication satisfaction, with emotionally intelligent nurses demonstrating better collaboration and patient interactions. Nnate noted that nurses with EI were better able to deliver bad news in their professional nursing practice. Al-Hamdan and colleagues found EI had a positive effect on communication in nurse–nurse collaboration, which benefits nurse–patient and nurse–team dynamics. Additionally, Sanchis-Giménez and colleagues found that EI played a crucial role in predicting attitudes towards communication.
Discussion
Oweidat and colleagues and Liu and colleagues suggested a link between high EI in nurses and improved patient satisfaction and care quality, suggesting that fostering EI among healthcare professionals can lead to better patient outcomes and overall healthcare quality. As described by Awe and colleagues and Issa and colleagues, the association between high EI in nurses and reduced compassion fatigue, burnout, and stress, implies that EI training could serve as a valuable tool in promoting mental health and well-being in the nursing workforce.
According to Alineja and colleagues and Lee and Sim, nurses with high EI demonstrate better job performance, higher organizational commitment, and lower turnover intentions, highlighting the importance of EI in enhancing job satisfaction, professional adaptability, and retention rates in healthcare settings. EI equips nurses with effective coping strategies to manage workplace stress and emotional demands, underscoring its role in fostering resilience and positive coping mechanisms, both crucial for nurses’ well-being and career longevity, as noted by Lampreia-Raposo and colleagues.
Based on the findings of this review, future research should explore the qualitative impact of EI interventions and their application in specialized nursing areas. In addition, researchers could address notable gaps in the data, including the relationship between a nurse’s EI and short- and long-term patient outcomes and EI’s relationship to patient satisfaction.
Most of the reviewed studies were quantitative, which has the potential to miss capturing important data and information about EI, such as lived experiences and individual nursing perceptions.
Nursing implications
This review highlights several ways nurses can incorporate EI into daily practice. Christodoulakis and colleagues and Entrata and colleagues emphasized the importance of EI in improving resilience, reducing burnout, and enhancing job satisfaction among practicing nurses. Nurses can strengthen EI by actively listening to patients, acknowledging emotional concerns, demonstrating empathy, and adapting communication approaches to individual patient needs. Li and colleagues, Raeissi and colleagues, and Al-Hamdan and colleagues found positive relationships between EI and communication skills, communication satisfaction, and nurse collaboration, supporting the use of these behaviors in daily practice. Nnate also found that nurses with higher EI were better able to communicate difficult information, further highlighting the role of EI in therapeutic communication.
During stressful clinical situations, EI skills such as self-awareness and emotional regulation may help nurses manage their reactions, maintain professionalism, and make thoughtful clinical decisions. Mao and colleagues and Sun and colleagues found that nurses with higher levels of EI experienced lower stress levels and improved mental health, while Zhang and colleagues reported that EI helped mitigate the effects of role ambiguity and anxiety. (See How to increase EI).
How to increase EI
To increase your emotional intelligence (EI), consider the following strategies:
Ask for feedback
- After giving report, ask an experienced nurse, “Is there anything I could have communicated more clearly?”
- After a shift, ask your charge nurse for one thing you did well and one area you can improve.
Find time for joy
- Take a moment to celebrate small victories, such as helping a patient feel more comfortable or teaching a family a technique to ease their anxiety.
- Take a moment during your shift to appreciate a positive interaction with a patient or coworker.
Find time for relaxation
- Take 5 minutes during a break to step away, breathe, and reset before returning to patient care.
- Set aside time after work for an activity that helps you decompress, such as walking, reading, or listening to music.
- Develop an after-shift routine that allows you to mentally leave work at work.
- Spend 5 minutes during your break focusing on your breathing instead of checking your phone.
Look for meaningful connections with coworkers at work
- Make an effort to build relationships with coworkers who help you feel supported and included on the unit.
- Take time to check in with and offer support to a coworker after a challenging patient situation.
- Offer to assist a colleague with patient care when you’ve caught up with your own tasks or a coworker appears overwhelmed.
- Thank a coworker for something they helped you with during a shift.
- Share a positive patient experience with a coworker rather than keeping it to yourself.
- Set a goal to have one short, nonwork conversation with a coworker during a break.
Maintain a strong social support network outside of work
- Stay connected with trusted coworkers who can help you process challenging shifts.
- Join professional organizations (such as the American Nurses Association) that provide support and networking opportunities.
- Participate in activities with coworkers outside of work.
- Stay connected with supportive colleagues, friends, and family who help you manage stress.
- Stay connected with trusted colleagues who encourage and support your professional growth.
Name emotions
- When you feel frustrated during a busy shift, pause and say to yourself, “I’m feeling frustrated right now,” before deciding how to respond.
- When a patient interaction overwhelms you, pause and identify the feeling by saying, “I’m feeling anxious right now.”
Participate in religious or spiritual practices
- Set aside a few minutes before or after your shift for prayer, meditation, or another personal spiritual practice that brings you comfort.
- Draw on your spiritual beliefs during stressful situations to stay grounded and maintain a sense of purpose.
- Reflect on how your nursing care aligns with your personal values and sense of purpose.
- At the end of your shift, identify one thing you’re grateful for.
Practice mindfulness
- While providing patient care, focus your attention on the present moment.
- When your shift feels overwhelming, pause for a minute and focus on your breathing before moving to the next task.
- When you notice yourself becoming overwhelmed, pause and identify what you can see, hear, and feel in the present moment before continuing your work.
- While performing hand hygiene, use those 20 seconds to intentionally focus only on the physical sensations of washing your hands
Sources: Christodoulakis et al, Foster et al, Harris and Tao, Jiménez-Picón et al, Ruggeri et al, Wilson et al, Xie et al
Limitations
We noted some limitations to our review, including the types of studies, their locations, the exclusion of non-English studies, and minor weaknesses identified in some articles. The reliance on manual data extraction and review may have created additional limitations.
A necessary skill
This review points to the importance of EI in nursing. For example, Gelkop and colleagues suggest that nurses equipped with EI possess the necessary skills to navigate the high emotional demands of their roles, enhancing their ability to adapt to stressful environments, maintain effective communication, deliver compassionate, high-quality care, and remain in practice. Ultimately, the results of our review support the incorporation of EI training into nursing education and professional development programs and provide a foundation for future research on EI and nurses.
The authors work at Utah Valley University in Orem. Noelle Taylor is an associate professor. Jennifer Goodman is an assistant professor. Matti Smith is an assistant professor. Kelby Ellis is an assistant professor. Meagan Hardy is an assistant professor. Natalie Monson is an associate professor. Stephanie Dunn is an assistant professor. Victoria Ekpoma is an assistant professor. Jill Johnson is an assistant professor.
American Nurse Journal. 2026; 21(11). Doi: 10.51256/ANJ112606
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Key words: emotional intelligence, EI, nurse well-being, workplace performance, nursing education, nursing professional development
