Aims: This study evaluates the effectiveness of emotional intelligence training on emotional intelligence, resilience, stress, and communication skills among nurses and nursing students.

Design: We conducted a systematic review and meta-analysis of the effectiveness of emotional intelligence training in nurses and nursing students.

Data sources: Randomised controlled trials were searched in MEDLINE (via PubMed), CINAHL (via EBSCOhost), Web of Science (via Ovid), ERIC (via ProQuest), Cochrane Central Register of Controlled Trials (CENTRAL), and Igaku Chuo Zasshi databases from inception to 9-11 October 2024.

Review methods: Two authors independently screened each study and assessed eligibility. Authors calculated the pooled effect estimates associated with nurses' and nursing students' emotional intelligence, resilience, stress, and communication skills using a random-effects meta-analytic model.

Results: The search yielded 1731 studies from electronic databases. After removing duplicates, 1294 records remained. Following title and abstract screening, 34 studies qualified for full-text review, of which 11 studies were excluded based on inclusion criteria, leaving 23 studies for analysis. Emotional intelligence training significantly improved emotional intelligence compared to the control group (16 trials, N = 1155; SMD = 1.76 [95 % CI: 1.06 to 2.45]). It also had a significant effect in reducing stress (4 trials, N = 312; SMD = -1.51 [95 % CI: -2.96 to -0.07]) and demonstrated a significant positive effect on communication skills (4 trials, N = 329; SMD = 2.72 [95 % CI: 0.64 to 4.79]). However, it had no significant effect on resilience (2 trials, N = 138; SMD = 2.71 [95 % CI: -1.55 to 6.97]).

Conclusions: This study found that emotional intelligence training had a statistically significant positive impact on enhancing emotional intelligence in nursing students and nurses in both the short and long term. It also significantly reduced stress and improved communication skills but had no significant effect on resilience.

Keywords: Emotional intelligence; Meta-analysis; Nurses; Nursing; Students; Systematic review.

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目的： 本研究评估情感智力培训对护士和护理学生的情感智力、韧性、压力和沟通技巧的有效性。

设计： 我们进行了一项系统综述和元分析，以评估在护士和护理学生中情感智力培训的效果。

数据来源： 从创刊到2024年10月9日至11日，我们在MEDLINE（通过PubMed）、CINAHL（通过EBSCOhost）、Web of Science（通过Ovid）、ERIC（通过ProQuest）、Cochrane对照试验中心注册库（CENTRAL）和Igaku Chuo Zasshi数据库中搜索了随机对照试验。

综述方法： 两位作者独立筛选每项研究并评估其资格。作者使用随机效应元分析模型计算与护士和护理学生的情感智力、韧性、压力和沟通技巧相关的汇总效果估计值。

结果： 电子数据库搜索产生了1731项研究。去除重复项后，剩下1294条记录。经过标题和摘要筛选，有34项研究符合全文审查的资格条件，在此基础上根据纳入标准排除了11项研究，最终剩余23项研究用于分析。情感智力培训与对照组相比显著提高了情感智力（16项试验，N = 1155；SMD = 1.76 [95% CI: 1.06到2.45]）。它还在减轻压力方面有显著效果（4项试验，N = 312；SMD = -1.51 [95% CI: -2.96至-0.07]），并且在沟通技巧方面表现出显著的积极影响（4项试验，N = 329；SMD = 2.72 [95% CI: 0.64到4.79]）。然而，在韧性方面没有显著效果（2项试验，N = 138；SMD = 2.71 [95% CI: -1.55至6.97]）。

结论： 本研究发现情感智力培训在短期内和长期内对提高护理学生和护士的情感智力有统计学上的显著积极影响。它还显著减轻了压力并改善了沟通技巧，但在韧性方面没有显著效果。

关键词： 情感智力；元分析；护士；护理；学生；系统综述。