Objective: The aim of this study is to explore in depth the changes created by training based on the Ability-Based Emotional Intelligence Model in nursing students. Method: This action research, conducted with a qualitative design, comprised three phases: before, during, and after the intervention. The study was carried out with 30 first-year nursing students. The students received training based on the Ability-Based Emotional Intelligence Model, consisting of 14 modules. After completion of the training, in-depth interviews were conducted with the students. Data were analyzed using thematic analysis. Results: Under the main theme of Perceiving Emotions, the subthemes of Awareness of Suppressed Emotions and Self-Awareness through Attributing Meaning to Emotions emerged. Under the theme of Facilitating Thinking through Emotions, the subthemes of Reasoning through Emotions and Consciously Regulating the Impact of Emotions on Reactions were identified. Under the theme of Understanding Emotions, subthemes of Ability to Differentiate Between Multiple Emotions and Deepening of Emotional Empathy were revealed. Finally, under the theme of Managing/Regulating Emotions, the subthemes of Developing Strategies to Cope with Triggering Emotions and Ability to Regulate the Intensity of Emotional Expression were determined. Conclusion: The study revealed that training based on the Ability Model of Emotional Intelligence enhanced nursing students’ self-awareness and ability to manage their emotions more consciously. These findings suggest that EI-based education can play a valuable role in supporting both personal growth and professional competence in nursing students. Accordingly, it is recommended that emotional development-focused courses based on the Ability-Based Emotional Intelligence Model be systematically integrated into the nursing curriculum.
Tek et al. (Sat,) studied this question.