The effects of emotional intelligence on ethical sensitivity in Chinese nursing interns: the mediating role of professional identity

Abstract Background Ethical sensitivity represents a core nursing competency for addressing clinical ethical dilemmas. While emotional intelligence contributes to the development of ethical sensitivity, existing research predominantly examines direct EI–ethical sensitivity links, neglecting critical mediating mechanisms. This study reveals the distinctive mediating role of professional identity among Chinese nursing students, establishing a theory‒practice nexus for developing integrated emotional intelligence‒professional identity educational frameworks. Methods In this cross-sectional study, 308 nursing interns from three Chinese universities (April–June 2025) were recruited via convenience sampling. Data were collected via the Emotional Intelligence Scale, the Professional Identity Scale, and the Ethical Sensitivity Scale. Mediation analysis was performed via the PROCESS macro (Model 4) with 5,000 bootstraps. Results The average scores of the nursing interns were 77.87 ± 14.31 for emotional intelligence, 57.01 ± 10.95 for professional identity, and 37.66 ± 5.77 for ethical sensitivity. Ethical sensitivity was positively correlated with emotional intelligence (r = 0.294, p < 0.001) and professional identity (r = 0.365, p < 0.001). Furthermore, emotional intelligence showed a significant direct effect on nursing interns’ ethical sensitivity (B = 0.073, p < 0.01). Professional identity mediated the indirect pathway from emotional intelligence to ethical sensitivity (B = 0.068, p < 0.001). Conclusions Professional identity mediates the relationship between emotional intelligence and ethical sensitivity. Thus, cultivating emotional intelligence and professional identity may offer a dual-pathway strategy to enhance ethical sensitivity among nursing students in China, thereby strengthening their capacity to address clinical ethical challenges and make informed ethical decisions.