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. This study examined the relationship between EI and CT disposition among nursing students at the Arab American University, Palestine. 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). 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. 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. Not applicable.
Ayed et al. (2025) studied this question.