الفهرس 
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Abstract
The field of nursing required staff possess high emotional intelligence, the institution of nursing educations should prepare and develop nursing student with primary forms to communicates basic feelings from one individual to another, and understanding these emotions. Nursing students need to develop their ability to control their emotions and channel their moods constructively. Inability to self-regulation of emotions can lead to stress. EI is considering as a protective factor for nursing students against stress and a facilitative factor for health (Akerjordet, 2016).
This study aimed at determining the effect of emotional intelligence training program on stress among nurse students through: assessing nursing students’ knowledge regarding Emotional Intelligence, assessing nursing students’ Emotional Intelligence level, measuring nursing students’ stress level, designing training program for nursing students’ based on assessment, implementing training program, measuring the effect of emotional intelligence training program on nursing students’ stress level.
This study was conducted at Technical Institute of Nursing, affiliated to faculty of nursing, Ain Shams University. All nursing students who enrolled in the above mentioned settings were anticipated in the study, their total number was (200) nurse students.
Tools of data collection:
Data for this study were collected using three tools namely: Trait Emotional Intelligence Questionnaire, Perceived Stress Scale, Pre and posttest.
1. Trait Emotional Intelligence Questionnaire (TEIQue)
It developed by (Petrides & Furnham, 2008). It aimed to measure emotional intelligence level. It includes two parts:
c. First Part :
It contains demographic characteristics of the study subjects such as age, gender, place of residence, number of family members and ranking among brothers.
d. Second Part:
This part contains (45) items grouped under five domains namely: Intrapersonal Competencies (13 items), Interpersonal competencies (11 items), Adaptability (8 items), Managing emotions (7 items), and the general mood (6 items).
2- Perceived Stress Scale (Appendix II). It developed by (Cohen, et al., 1983, Cohen, & Williamson, 1988): and modified by the researcher. It aimed to assess stress level among nurse students. It contains (56) items.
3- Pre-posttest.
This tool was developed by the researcher after reviewing the relevant literature (Sheela, 2003 and Cookfair, 2012, Faragher & Brown, 2012, Akerjordet and Severinsson, 2013). It used to assess nursing students’ knowledge regarding emotional intelligence It contains (7) items, and stress It contains (8) items.
The results of the study revealed that:
- More than half (56.5%) of nursing students had age ranged between (19-21) years old. Less than three quarters of nursing students,72.5% were female, and (78.5%) were form urban areas. However, majority of nursing students had less than (<75%) in total secondary education score. Meanwhile 83% of nursing students choose to join nursing institute by their desire.
- Less than one fifth of study subjects (18.5%) had adequate knowledge regarding emotional intelligence before program intervention. While 90% of them in post program their acquisition of knowledge was improved.
- Less than one third of study subjects had adequate knowledge about negative consequence of stress in preprogram phase. While in post program the percentage reached to 91.5%. Also the minority 14.5% of study subjects had adequate knowledge about the strategies for managing stress in preprogram phase. While in post program percentage reached to 99%.
- There is highly statistically significant difference in all components of emotional intelligence among nursing students throughout the program phases.
- Total emotional intelligence level among nursing students throughout program phases was increased 0.5%, 77% & 59, 5% (respectively).
- There is a highly statistically significant difference in emotional intelligence dimensions among nursing students throughout program phases.
- There is highly statistically significant difference in all dimensions of stress among nursing students throughout program phases.
- There is statistically significance negative correlation between emotional intelligence score and Stress Score among nursing students throughout program phases.
In the light of study finding, it is recommended that:
- Educational settings have to add emotional intelligence needs to the incorporation of EI into curriculum of undergraduate programs.
- Incorporation of emotional intelligence as being an important as technical ability and requiring at interview testing for now students.
- Orientation program for first-year students have to include EI, and stress management.
- Further studies are suggested:
1. Effect of EI program on nurse student academic achievement.
2. Relationship between stress and academic adjustment among nursing student.