Insights into the relationship between emotional intelligence and critical thinking among nursing students

Abstract

Background: Emotional intelligence (EI) and critical thinking (CT) are critical skills for nursing students, but the specific mechanisms underlying their interaction remain unclear in resource-constrained settings like Palestine, where unique contextual factors may influence their relationship. Objective: This study examined the relationship between EI and CT disposition among nursing students at the Arab American University, Palestine. Methods: A cross-sectional design was utilized, with 288 s- to fourth-year nursing students (a 96% response rate) being recruited. Validated scales, the Schutte Self-Reported Emotional Intelligence Test (SSEIT) and Critical Thinking Disposition Scale (CTDS), were utilized. Data were analyzed using Pearson’s correlation and multiple linear regression analysis (F = 89.47, p < 0.001). Results: Participants exhibited high EI (M = 122.5 ± 16.1) and moderate CT (M = 43.1 ± 6.1). EI and CT were strongly positively correlated (r = 0.683, p < 0.001). Regression analysis identified EI (β = 0.658, p < 0.001), being male (β = 0.131, p = 0.002), and having a family member working in healthcare (β = 0.087, p = 0.043) as significant predictors of CT disposition. Conclusion: EI demonstrates a strong correlation with CT among Palestinian nursing students. Integrating EI training into curricula is associated with higher CT disposition and may be related to differences in clinical decision-making in high-pressure healthcare settings. Clinical trial number: Not applicable.