Nurses’ experiences of providing emotional intelligence-based nursing care: a hermeneutic phenomenological study

Abstract

Background

Emotional Intelligence-Based Nursing Care refers to the ability of nurses to manage their emotions, establish effective communication, and respond to the physical and psychological needs of patients. This hermeneutic phenomenological study investigated the experiences of nurses in delivering Emotional Intelligence-Based Nursing Care.

Methods

This hermeneutic phenomenological study was conducted from April 2023 to September 2024, involving the participation of eight nurses working in intensive care, emergency, and internal medicine departments of educational hospitals. Semi-structured, in-depth interviews served as the primary data collection tool. Purposeful sampling was employed to select nurses with substantial experience in providing Emotional Intelligence-Based Nursing Care. The study aims to elucidate nurses’ lived experiences in delivering this type of care, with the central research question being: “What are nurses’ lived experiences of providing Emotional Intelligence-Based Nursing Care?” For data analysis, Van Manen’s interpretive phenomenology approach was utilized. To ensure the trustworthiness of the research findings, the criteria of credibility, dependability, transferability, and confirmability were applied.

Results

The data analysis revealed three main themes—‘compassionate care,’ ‘professional care,’ and ‘emotional competence’—along with 13 sub-themes: ‘empathetic understanding,’ ‘human-centered perspective,’ ‘interactive care,’ ‘sense of satisfaction,’ ‘trust-building,’ ‘professional development,’ ‘spirituality,’ ‘self-control,’ ‘conflict management,’ ‘adaptive interaction,’ ‘clarification,’ ‘situational decision-making,’ and ‘continuous monitoring.’

Conclusions

The findings indicate that nurses, by employing emotional skills and empathy, have enhanced the patient experience and improved the quality of nursing care. These results can provide a basis for developing educational programs and enhancing nursing performance across various hospital departments.

Clinical trial number

Not applicable.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-025-03361-w.

Background

Care is one of the fundamental and multifaceted concepts in nursing, playing a vital role in the delivery of health services, encompassing attention to all physical, psychological, social, and emotional dimensions of patients. This comprehensive approach distinguishes nursing as a unique and specialized profession in healthcare, enabling nurses to address patients’ needs holistically [1]. In modern care models, nursing care is not limited to addressing patients’ physical needs; it is an effective strategy for improving their experience and enhancing their mental health and overall well-being in clinical settings. This comprehensive view of care highlights the importance of the connection between physical and psychological care in improving therapeutic outcomes [2]. Recent research emphasizes the importance of developing and improving nurses’ technical and communication skills to enhance the quality of nursing care. These skills include advanced communication abilities, emotional management, and creating a safe and calming environment for patients. Nurses who possess effective communication and emotional intelligence skills are not only able to provide higher-quality clinical care, but also act as social and psychological mediators, assisting patients and their families in adapting to illness. This process leads to reduced patient stress, increased satisfaction, and improved overall patient experience [3]. Additionally, strengthening intrapersonal skills such as self-awareness and stress management helps nurses perform better in stressful situations and prevents burnout. Studies have shown that nurses with advanced stress management skills are not only able to provide higher-quality care but also create a more supportive and positive environment for patients. By effectively controlling their own emotions, these nurses can emotionally and psychologically assist patients, improving their therapeutic experience [4]. Therefore, the role of emotional intelligence and communication skills in nursing is recognized not only as a tool for improving nurses’ professional performance but also as a key factor in enhancing the quality of nursing care and improving patient outcomes [5]. Emotional intelligence in nursing refers to a set of abilities that help nurses effectively manage emotions and job-related stress while establishing constructive interpersonal interactions with patients and colleagues. Research shows that nurses with higher levels of emotional intelligence are better able to balance their personal and professional needs, leading to more effective and higher-quality care [6, 7]. Since the early 2000s, emotional intelligence has been identified as a key factor in improving the quality of nursing care and enhancing nurse-patient interactions [8]. However, despite the clear importance of emotional intelligence in improving nursing performance, the hidden and lesser-known aspects of this concept have yet to be fully explored. Some of these dimensions include the impact of emotional intelligence on improving clinical decision-making, empowering nurses in complex and high-pressure environments, and more effectively managing critical situations, all of which require more profound and more comprehensive studies [9]. In this regard, the concept of Emotional Intelligence-Based Nursing Care' was first introduced by Haddadian and colleagues (2021). This multifaceted and emerging concept emphasizes the role of emotional intelligence in enhancing professional interactions and its impact on the quality of nursing care [10]. Since the meaning and essence of this concept have not yet been fully understood, phenomenological research can help to deepen the understanding of nurses’ lived experiences regarding the nature of this phenomenon and its effects in clinical environments, providing a foundation for its effective implementation in clinical practice [11, 12]. In modern research, the focus on analyzing nurses’ lived experiences is seen as a valuable resource for identifying challenges and opportunities related to the implementation of emotional intelligence in nursing care [13]. These studies, aimed at improving human interactions and patient-centered care, are considered a practical step towards increasing the quality of healthcare services and enhancing patient well-being. Such studies are especially significant in the development of new care models and can substantially contribute to improving clinical outcomes and patient experiences in healthcare systems [14].

Aim

This study aims to investigate the lived experiences of nurses in providing Emotional Intelligence-Based Nursing Care. By exploring nurses’ firsthand experiences, the research seeks to address these questions: what emotional intelligence-based nursing care is “really” like? What is the nature of Emotional Intelligence-Based Nursing Care?

Methods

Study design & setting

This qualitative study was conducted using Van Manen’s interpretive phenomenology method. According to Van Manen’s approach, interpretive phenomenology provides a systematic framework that enables the analysis, interpretation, and exploration of phenomena to achieve a deeper understanding of lived experiences. This approach, with an emphasis on the process of interpretation, allows researchers to uncover the hidden layers of meaning in human experiences [15].

Procedure and participants

In this study, 8 nurses (4 men and 4 women) working in educational hospitals affiliated with Babol University of Medical Sciences were selected through purposive sampling. In the data collection process of qualitative studies, the question of sample size is as crucial as the decision regarding the sampling strategy. Given that the aim of qualitative research is not to generalise findings but to provide an in-depth description of specific cases, in phenomenological studies, Duke (1984) recommends a sample size of between 3 and 10 participants, while Reimen (1986), as a phenomenologist, suggests 10 participants [16, 17]. Van Manen states: depending on the phenomenological question, the general aim should be to gather enough experientially rich accounts that make possible the figuration of powerful experiential examples or anecdotes that help to make contact with life as it is lived [18].

In this study, data collection continued until rich and sufficient information was obtained to describe the phenomenon under investigation. This process ensured that no new semantic units emerged and that the themes identified became repetitive. A purposive sampling method is common in phenomenological studies. Therefore, this study used this type of sampling method with the intention of obtaining in depth information from each individual. In purposive sampling, participants are selected based on their specific characteristics. According to Van Manen’s analysis, stop-sampling (i.e., data saturation) includes abstractness, richness, relatedness, and depth. Inclusion criteria included the willingness to participate in the research, holding a bachelor’s degree or higher in nursing, having at least one year of work experience in hospital clinical wards, sufficient ability to express and explain personal experiences, and the willingness to share clinical experiences during interviews.

Data collection

Data were collected using in-depth and semi-structured interviews. (Supplemental Digital Appendix 1) The interviews were conducted from April 2023 to September 2024. Two main questions were repeated in all interviews:

1. Could you please share your experience of caring for patients with me?

2. What is it that makes you describe your care like emotional intelligence-based nursing care?

Probing questions such as " Can you please give me a more detailed description of what happened?” and “Can you give me an example?” were used to deepen the interviews (Supplemental Digital Appendix 2). The interviews were conducted by a PhD student under the guidance of experienced qualitative research experts. All interviews were recorded and then transcribed verbatim. Each interview lasted between 45 and 75 min.

For data analysis, Van Manen’s six-step method was employed: turning to the nature of lived experience, examining the experience while living through it, reflecting on the essential themes that characterize the phenomenon, describing the phenomenon through the art of writing and rewriting, maintaining a strong and oriented relation to the phenomenon, and balancing the research context by considering both the parts and the whole. The thematic analysis was carried out using both holistic and selective approaches from Van Manen’s method [19]. According to this approach, the interview was transcribed, reviewed multiple times to gain an overall understanding, and summarized into two to three paragraphs to help the researcher immerse in the data. Then, each interview transcript was read aloud using a selective approach. During this process, sentences or phrases that described Each interview transcript was read aloud using a focused approach. During this process, sentences or phrases that described emotional intelligence-based nursing care were highlighted. The research team then shared and discussed the extracted themes. This process also informed subsequent interviews, leading to the discovery of new findings and adjustments to previous results. The process of returning to the texts was repeated several times to resolve any discrepancies or inconsistencies in interpretations. This continued until the themes were cohesively interconnected. The process of creating the interview was informed by both my professional expertise and a thorough review of the relevant literature in the field. Initially, I consulted with the nursing manager and the educational supervisor at the hospital in question to identify potential participants. The selection criteria focused on nurses who demonstrated strong communication skills with patients, their families, and colleagues, as well as those who effectively managed high-stress situations and had received high annual evaluation scores. Following this, I engaged with the head nurse of the department to gain a more comprehensive understanding of the context and to ensure that the selected participants were well-suited for the study. Subsequently, I established initial contact with the chosen participant, during which I discussed the research project, the study’s title, and the request for their collaboration in the interview process. Upon receiving their consent, we arranged a suitable time and location for the interview.

The trustworthiness of the study

Lincoln and Guba’s criteria were used to ensure the rigor of the study. The assessed criteria included credibility, dependability, transferability, and confirmability. The written transcripts of each interview and the results of data analysis were shared with the participants to verify the alignment of the data and the analysis with their experiences. The study was conducted in stages and overseen by a research team. Furthermore, reviewers’ suggestions were applied throughout the research process. An external audit was conducted to assess the trustworthiness of the study. The audit process, by reviewing the data, analyses, and interpretations, confirmed the methodological rigor and confirmability of the study. Additionally, consultants/supervisors and other experienced evaluators in qualitative research reviewed each stage of the study and provided suggestions where necessary [20].

Results

This study included four female and four male nurses from the intensive care, emergency, and internal medicine wards. All participants held either a Bachelor’s or Master’s degree in nursing. Table 1 presents the demographic characteristics of the participants.

Table 1.

Demographic and occupational characteristics of participants

Participant Code	Gender	Education Level	Age (years)	Work Experience (years)	Work Department
001	male	Bachelor’s	36	7	ICU (Internal)
002	female	Master’s	38	16	Open-Heart Surgery
003	female	Bachelor’s	46	26	Emergency (Head Nurse)
004	male	Master’s	32	7	ICU (Surgery)
005	male	Master’s	32	10	ICU (Surgery)
006	female	Bachelor’s	51	26	Emergency
007	male	Bachelor’s	26	4	internal
008	female	Bachelor’s	38	16	Supervisor

Identified themes

Three main themes and thirteen sub-themes were extracted from the lived experiences of the participants (Table 2). In Table 3, meaning units were added to the table.

Table 2.

Main themes, sub-themes and meaning units of the lived experience of emotional intelligence-based nursing care

Main Themes	Sub-Themes
Compassionate Care	Empathic Understanding
	Human-Centered Attitude
	Interactive Care
Professional care	Feeling satisfied
	Trust-Building
	Professional Development
	Spirituality
Emotional Competence	Self-Control
	Conflict Management
	Clarification
	Adaptive Interaction
	situational decision-making
	Continuous Monitoring

Table 3.

Main themes, sub-themes and meaning units of the lived experience of emotional intelligence-based nursing care

Main Themes	Sub-Themes	Meaning units
Compassionate Care	Empathic Understanding	• Putting yourself in the other person’s shoes / Empathizing • Giving encouragement to the companion/family member • Putting the patient in the place of your own loved ones • Acknowledging/Validating the patient’s and companion’s feelings or rights • Understanding people’s words/intentions better • Understanding the other person’s emotional and mental state • Communicating with empathy and compassion
	Human-Centered Attitude	• Striving to alleviate the patient’s pain and suffering. • Culturally sensitive care / Culturally competent care. • Paying attention to all aspects of care / Holistic care. • Treating all patients equally / Impartiality towards all patients. • A sense of altruism and helpfulness. • The uniqueness of patients / Recognizing the individuality of patients. • Paying attention to the spiritual and emotional dimensions of the patient, companion/family, and colleagues
	Interactive Care	• Establishing communication with the patient. • Educating the patient. • Introducing oneself to the patient and their companions/family. • Cordial/Friendly relationship with colleagues. • Being warm/welcoming to the patient. • Finding solutions for providing care with the help of others. • Being truly present at the patient’s bedside. • Facilitating work through empathy among colleagues. • Being responsive as a result of establishing good communication
Professional care	Feeling satisfied	• A feeling of happiness • A feeling of success • A feeling of being useful/helpful • A feeling of self-satisfaction • Interest in work / Passion for work • A feeling of worthiness • Creating a good feeling / Fostering positive emotions • Patient satisfaction • Companion/Family satisfaction
	Trust-Building	• Colleague’s trust • Gaining patient’s trust • Reassuring the companion/family • Companion/Family being appreciative/grateful
	Professional Development	• Enhancing knowledge and staying up-to-date with information. • Helping colleagues improve their learning. • Evidence-based decision-making. • Informed decision-making. • Performing work to the best of one’s ability / Performing work excellently. • Improving the quality of care
	Spirituality	• writing “Huwa al-Shafi” (He is the Healer) at the beginning of the report • Trusting in God while providing care • Heartfelt faith / Sincere belief
Emotional Competence	Self-Control	• Anger management. • Recognizing one’s own emotions and feelings. • Controlling emotions and feelings. • Self-assessment and self-awareness. • Awareness of behavior. • Having critical thinking. • Understanding the situation and context as a way to manage anger
	Conflict Management	• Conflict management-based communication (mediation). • Controlling the situation / Managing circumstances • Apologizing when wrong • Good management of critical situations / crises • Managing the emotions of others • Not getting involved in side issues/peripheral matters • Preventing the creation of challenges
	Clarification	• Explaining the situation to the patient • Clarifying and explaining the situation to the family member/companion • Clarifying and explaining the situation to the doctor • Attempting to reason with/convince the patient
	Adaptive Interaction	• Maintaining calmness in the patient in stressful situations. • Maintaining calmness in the family member/companion in stressful situations. • Maintaining calmness in the colleague in case of conflict with the patient or family member/companion. • Trying to create calmness in the patient. • Forgetting tension with a colleague. • Overlooking behavioral mistakes of a colleague
	situational decision-making	• Prioritizing the patient. • Prioritizing actions/interventions. • Triage (prioritizing patients). • Prioritizing the patient’s pain relief. • Taking initiative in doing the work/Stepping up to do the work. • Double-checking the actions taken for greater assurance. • Performing the work as soon as possible (being vigilant/on call). • Making optimal decisions by controlling emotions
	Continuous Monitoring	• Focusing on care/Concentration in care. • Trying to prevent crisis through continuous assessment of the patient. • Complete understanding of the patient’s condition. • Deep understanding of the situation. • Continuous monitoring of the patient in case of medication error. • Trying to correct/rectify in case of an unfavorable outcome. • Using alternative methods if necessary

The participants’ experiences indicated that the concept of emotional intelligence-based nursing care refers not only to providing physical care focused on patients but also to a broader process involving compassionate care, professional care, and Emotional Competence. To better explain the themes, quotes from the interviews are provided:

Theme 1: compassionate care

Compassionate care is defined as a human-centered approach in nursing that is based on empathy, a deep understanding of the patient’s suffering and needs, and a willingness to alleviate and improve their condition. This type of care, beyond merely providing medical and nursing services, includes attention to the patient’s physical, psychological, social, and spiritual dimensions, and aims to create a sense of security, peace, and dignity in the patient. In this study, compassionate care is characterized by three key sub-themes: “Empathic Understanding,” “Human-Centered Attitude,” and “Interactive Care.”

Empathic Understanding

Most of the nurses in the study identified “empathic understanding” as a dimension of compassionate care, believing that to achieve empathic understanding, a nurse must grasp the psychological and emotional conditions of the other person. For compassionate care to take place, the nurse must view the patient as a loved one, even as a family member. Nurses can enhance their communication by fully listening to patients and showing that they care, which allows them to manage their own emotions while remaining sensitive to the patient’s feelings. For instance, participant No. 1 stated:

I believe that you should always consider the psychological and emotional state of the other person, whether they are a patient, colleague, or a patient’s companion. It’s about putting yourself in their shoes… Often, when dealing with awake ICU patients, I ask them, ‘Are you thirsty? Do you want water?’ and most of the time, they say yes because they have tubes in their mouth and can’t express their needs. After years of experience, you start to understand the needs of ICU patients, just like a mother who intuitively understands her child’s needs.

Human-centered attitude

Regarding the sub-theme of a “human-centered attitude,” which is a crucial factor in providing compassionate care, the nurses emphasized that, in addition to clinical knowledge and skills, having a human-centered approach to patients, showing altruism, and offering unconditional support are essential. One of the values of professional nursing identity is to view the patient as a unique individual, with kindness and compassion. Nurses should not only address patients’ physical needs but also attend to their mental, emotional, and social needs. This attitude highlights the importance of establishing human connections, empathy, and understanding the patient’s feelings, as well as responding to their non-physical and spiritual needs. Regarding this, participant No. 5 stated:

Compared to other nurses, I pay more attention to my patients, not only to their physical needs but also to their non-physical needs.

Interactive care

Another sub-theme of compassionate care, derived from the nurses’ statements, was “interactive care.” They believed that interaction and effective communication are essential aspects of nursing care. In addition to informing patients about their condition and treatment, these lead to understanding their concerns, better empathy, emotional support, improved physical and mental outcomes, and the patient’s comfort. The following statements were mentioned by participant No. 3:

When you approach a patient with kindness, you first establish a psychological and emotional connection with them. The way the patient feels about you can amplify the effect of the medication; when that feeling connects with the medicine, the outcome is tenfold compared to a nurse who lacks that emotional bond with the patient.

Theme 2: professional care

Professional care refers to the provision of nursing services based on scientific knowledge, clinical skills, ethical standards, and professional principles. This type of care requires the necessary competencies to assess the patient’s condition, plan and implement appropriate care, and evaluate the outcomes. In this study, professional care includes the key elements of Feeling satisfied, building trust, professional development, and spirituality, which lead to nurse job satisfaction and improved quality of care.

Feeling satisfied

This sub-theme of “sense of satisfaction” focuses on how patient care and the observation of positive outcomes from this care play a central role in fostering a sense of internal satisfaction and contentment among nurses. This feeling serves as a powerful driving force for nurses, motivating them to provide services with greater commitment. When nurses witness the positive impact of their care on patients’ lives, they feel that their work is valuable and significant. This sense of worth becomes a strong source of job satisfaction, helping them to cope with the challenges and pressures of their work. When nurses feel valued and useful, they are more motivated to continue their work and to provide higher-quality care. This, in turn, leads to further improvements in patient conditions and, consequently, an increased sense of satisfaction among nurses.

Participant No. 2 noted:

I feel satisfied with myself. I think I’ve been useful to others, I’ve done good deeds, and I’ve cared for others without neglect. I’ve fulfilled the expectations of those I’ve cared for, and I feel a sense of satisfaction from that.

Participant No. 3 noted:

There’s no feeling quite like seeing a patient who came in with pain and suffering leaving the hospital with a smile and good health. That energizes me like nothing else. When I see that I’ve been able to help them, I feel that my work is truly valuable, and all the difficulties are worth it. This feeling motivates me to show up every day with even more enthusiasm and to give my best effort for my patients.

Trust-building

This sub-theme emphasizes the critical importance of gaining the trust of the patient, their family, and colleagues in providing professional nursing care. The participants viewed trust not only as a facilitating factor in providing care, but also as an essential component in promoting professional and ethical nursing values. Patient trust in the nurse is the foundation of an effective therapeutic relationship. Patients who trust their nurses are more likely to provide accurate and complete information about their condition, follow the nurse’s recommendations, and actively participate in the treatment process. Gaining the trust of the patient’s family helps nurses gain more information about the patient’s condition, receive necessary support from the family, and make treatment decisions with their participation. Trust between colleagues is essential to creating a healthy and safe work environment. Colleagues who trust each other are more likely to cooperate, support each other, and help each other when mistakes are made.

Here is the statement of participant No. 4:

I always try to establish a good first connection with the patient so that they feel comfortable trusting me with the interventions. It’s happened many times that patients who are no longer assigned to me during the next shift still approach me for help because I had treated them well before, and they trust me.

Here is the statement of participant No. 3:

For me, gaining the trust of patients and their families is the most important thing. When a patient confides in me and shares information with me, I feel like I can really help them. Likewise, the trust of the patient’s family allows us to work together to make better decisions and provide the best care for him/her. In addition, building trust among our team members makes it easier for us to work together and work together for the well-being of our patients. It is this trust that drives us forward as a cohesive and effective team.

Professional development

Professional development is a fundamental pillar for improving the quality of patient care. Research participants indicated that a desire to develop professional capabilities is effective in improving the quality of their care and achieving patient care goals. This motivation leads to continuous improvement, learning, and adaptation to new changes in nursing science and healthcare.

For example, participant No. 5 noted:

There are often many questions in our department about what happens next with a particular patient’s condition, and our head nurse usually assigns me to train the new staff.

Participant No. P4-1 noted:

Well, I think whenever I’ve done something, I don’t dwell on why I didn’t make a different decision afterward. Because I feel like I have enough awareness to be able to help myself, help the patient, and help my colleagues in difficult situations – to get them out of critical situations. And now, my ultimate goal, which is to save the patient’s life, my ultimate goal, which is to provide good care for the patient, I think I’ve achieved that ultimate goal in many cases.

Spirituality

Spirituality was another sub-theme related to emotional intelligence in nursing care. Nurses reported using their connection to a higher power to manage their emotions. Most nurses in various departments stated that a positive work environment, influenced by spiritual elements such as trust in God, could greatly help in emotional control. Some believed that everything is in God’s hands and that a higher power governs the world.

Participant No. 5 stated:

One of the things I always do is write ‘He who heals’ at the beginning of my nursing report. It’s a reminder that care relies on something greater than ourselves. After all, not everything is in our control; a higher power can change a person’s fate. I believe in this, and it’s part of my faith.

Theme 3: emotional competence

Emotional competence refers to the ability to understand, assess, express, and regulate one’s own emotions and those of others. In the context of nursing, this concept includes the nurse’s ability to manage stress, empathize with patients and their families, resolve conflicts, and establish positive and effective communications. In this study, emotional competence comprises six key sub-themes: self-control, conflict management, adaptive Interaction, clarification, Situational Decision -Making, and continuous monitoring, which contribute to improving the quality of nursing care.

Self-control

Most participants believed they could maintain emotional self-control in communication, stay calm in complex and critical situations, create a safe emotional environment for themselves and the patient, accept opposing views, and manage their emotions effectively. For example, participant No. 4 noted:

The key to success in high-stress situations, where we are dealing with the patient’s life, is being able to control our stress and make the best decision for the patient. If we can do that, it not only satisfies us but also improves patient outcomes and care quality.

Conflict management

Participants expressed that they are often able to resolve conflicts that arise between patients and their families or between the patient, family members, and health team members. They provide necessary solutions for conflicts between patients and health team members, helping both the patient and their family manage issues effectively. By offering mediation strategies, they work to resolve these conflicts efficiently. For example, participant No. 7 noted:

In cases of conflict, I usually try to support my colleague. If a mistake happens, I attempt to talk to the patient’s family, explain the situation, and resolve the conflict calmly through conversation. This approach helps the patient forgive the error and move on.

Adaptive interaction

Participants noted their adaptability and resilience, demonstrating that they do not take criticism or complaints from patients, families, or colleagues personally. They show flexibility and adjust their responses to suit interactions with diverse patients, behaving in a manner that aligns with each unique situation. Some nurses aim to respond calmly to patient or colleague anger, even choosing not to react to aggressive behavior from doctors and instead encourage other colleagues to practice anger management. In situations where patients are aggressive, nurses respect their viewpoints but clarify and justify any unreasonable demands. Here is the statement of participant No. 7:

I spoke to the patient with a calm tone and engaged their companion to facilitate cooperation. I explained why the IV cannula was necessary, and with the companion’s help, the patient became more willing to cooperate with my care.

Clarification

Participants stated that clarification involves providing clear, precise, and understandable information regarding patient care, treatment procedures, and the patient’s health status. This includes thoroughly explaining treatment actions, risks, benefits, and expected outcomes to the patient and their family, enabling them to make informed decisions. They emphasized that transparency in nursing builds trust between patients and healthcare staff and enhances the quality of patient care. Regarding this, participant No. 4 stated:

Unexpected diagnoses can cause worry and stress, so the first step we can take is to explain the patient’s condition to them, helping them understand their illness.

Situational decision -making

Participants reported that they are prepared to identify and leverage opportunities, such as patient strengths and environmental resources, in executing care plans. They can initiate or manage changes in patient care methods, recognizing the need for modifications in care plans promptly and applying new approaches to promote health and adapt care processes. They actively pursue innovative methods and new ideas to enhance patient care. For example, participant No. 4 noted:

In those moments, I focus solely on what needs to be done for the patient. I’m not looking to respond to the companions, as that might ultimately harm the patient. Sometimes, companions may not fully understand the situation, which can worsen their reaction. I concentrate on doing what’s necessary for the patient at that moment, then, once things calm down, I speak with the companion, explaining and guiding them on what should be done. (P4).

Continuous monitoring

Nurses in the study indicated that, within their professional responsibilities, they continuously assess the patient’s condition to determine the effectiveness of nursing interventions. They see themselves as responsible for timely and accurate health evaluations to assist in identifying patient issues and strive to create patient care plans based on a precise understanding of the situation. participants No 6 and 7 noted:

I check patient follow-ups to understand how they should be conducted and ensure that all necessary tasks are completed.

Caring for a patient awaiting a transplant was itself a significant challenge. I remember standing by the patient for 48, even 72 hours, sustained only by tea and water.

Discussion

Emotional intelligence plays a crucial role in nursing care by helping nurses recognize and manage both their own emotions and those of their patients, fostering effective interpersonal communication. Emotional intelligence-based care encompasses professional and compassionate care tailored to the patient’s needs and culture. This approach leads to improved patient health, professional development for nurses, and enhanced community well-being. The present phenomenological study identified three main dimensions in the experiences of nurses: compassionate care, professional care, and emotional competence, each highlighting the impact of emotional intelligence on improving the quality of care and interactions with patients.

Compassion, as an ethical virtue in nursing care, has garnered increasing attention. The study by Jemal K et al. (2023) identifies compassion as a fundamental element in establishing effective communication between nurses and patients, demonstrating that attributes such as authenticity, empathy, and integrity can help alleviate patient suffering and enhance the care experience [21] Similarly, the research by Messineo et al. (2021) emphasized the importance of active patient participation in the care process, showing that nurses who create a supportive and virtuous environment not only reduce patient pain but also increase their satisfaction. These studies underscore the critical role of compassion and empathy in improving clinical outcomes and patient experiences [22] Empathic understanding, a core principle of compassionate care, helps nurses identify and respond to patients’ needs and challenges more effectively. Research shows that empathy in nursing care reduces patient stress and accelerates recovery. Teófilo et al. (2019) highlighted the importance of empathy in establishing effective nurse-patient communication, calling it a crucial factor in enhancing the patient experience and care quality [23].Additionally, Wu Y et al. (2021) found that nurses with higher empathy levels gain greater patient trust and provide a more favorable treatment experience [24] Similarly, the study by Ortega-Galán et al. (2021) revealed that nurses with greater sensitivity to patient suffering can improve the emotional and psychological state of patients and facilitate the healing process [25].

These studies highlight the importance of empathy and emotional interactions in nursing care, demonstrating that more profound and more humane connections between nurses and patients can lead to better clinical outcomes and increased patient satisfaction.

Nurses with strong professional skills and clinical knowledge are also capable of delivering higher-quality care, which contributes to patient satisfaction and professional growth. The study by Tajvidi et al. (2019) showed that nurses with better clinical and technical skills achieve superior patient care outcomes. This research also emphasized the importance of critical thinking in complex clinical situations [26]. Moreover, Dehnavi et al. (2022) highlighted the positive relationship between emotional intelligence and clinical competence, noting that nurses with higher emotional intelligence are more successful in performing clinical tasks and improving patient outcomes [27] Furthermore, the study by Kikanloo et al. (2019) demonstrated that emotional intelligence plays a significant role in enhancing nurses’ professional skills and improving care quality and patient satisfaction [28] These findings emphasize that fostering emotional intelligence in nurses can enhance the quality of care and their professional competence.

Spirituality and emotional intelligence are two critical factors in enhancing the mental health and resilience of nurses. Recent findings suggest that spirituality, as a form of intelligence, can aid in adaptation and problem-solving. Lim et al. (2020) identified spirituality as an essential support factor in coping with job-related stress, as it strengthens hope and purpose, thereby increasing resilience and reducing psychological stress [29]. Awad et al. (2022) also showed that spirituality is linked to emotional intelligence, helping nurses manage their own and others’ emotions more effectively, which in turn improves care quality and their mental health [30]. Momennasab et al. (2019) stressed that strengthening spirituality in the workplace enhances team morale and improves interpersonal communication, making nurses more resilient in the face of professional challenges [31] Thus, spirituality and emotional intelligence, as complementary components, play a crucial role in promoting nurses’ mental health and effectiveness.

According to this study, emotional competence refers to nurses’ ability to recognize, understand, manage, and regulate both their own emotions and those of others in clinical settings. This skill enables them to communicate effectively with patients and colleagues, manage workplace stress and challenges, and improve care quality. Emotional competence is a part of emotional intelligence that allows nurses to respond appropriately in complex clinical situations, enhancing patient satisfaction and their work performance. Adaptive behavior refers to the ability to interact effectively with the environment and respond to its demands, which relies on successfully managing emotions and using emotional skills when facing challenges [10]. Recent research shows that emotional intelligence plays a key role in successful adaptation to stressful conditions.Molero Jurado et al. (2019) demonstrated that nurses with higher emotional intelligence can better manage job-related stress and use it as an opportunity for personal and professional growth. These nurses display more adaptive behaviors and improve patient care quality [32].

Similarly, Lea et al. (2019) suggested that emotional intelligence helps mitigate the negative effects of workplace stress, with nurses possessing higher emotional intelligence not only adapting better to stress but also enjoying a better quality of work life [33]. Overall, emotional intelligence enables nurses to leverage adaptive behaviors for better stress management and enhanced professional performance. Additionally, the study by Ali et al. (2019) revealed that nurses with higher emotional intelligence perform better in the workplace due to their ability to manage conflicts and establish effective communication, using conflicts as opportunities for growth and improving the work environment [34]. These findings highlight the important role of emotional intelligence in enhancing the quality of work and professional interactions among nurses.

The results of this study highlight the essential importance of emotional intelligence in nursing practice, suggesting that healthcare organizations should focus on enhancing emotional skills among nurses. Implementing training programmes that focus on enhancing skills such as empathetic understanding, effective communication, and conflict management can significantly improve patient care and satisfaction. By cultivating a culture of compassionate and patient-centred care, hospitals can create an environment that not only addresses patients’ physical and psychological needs but also elevates the overall quality of nursing practice. Furthermore, integrating emotional intelligence training into ongoing professional development initiatives can empower nurses to navigate complex patient interactions more adeptly, ultimately leading to better health outcomes.

This study opens new avenues for further research into the role of emotional intelligence across various nursing contexts. Future investigations could examine the impact of emotional intelligence training on patient outcomes, nurse retention, and job satisfaction. Additionally, research could explore how different cultural and organisational contexts shape the application of emotional intelligence in nursing care. Longitudinal studies may also provide valuable insights into the evolution of nurses’ emotional competencies over time and their long-term effects on patient care.

In summary, the findings highlight the necessity of integrating emotional intelligence into both nursing education and practice, while also paving the way for further exploration of its implications in diverse healthcare settings.

Conclusion

The experiences of clinical nurses participating in this study indicate that emotional intelligence-based nursing care involves nurses effectively managing their emotions to provide emotional support and maintain professional communication with patients. The concept of “emotional intelligence-based nursing care” refers to nurses’ ability to manage interpersonal interactions with patients, families, and colleagues through practical communication skills and emotional control in high-pressure environments.

This type of care is defined across three dimensions: compassionate care, which involves building trust and reducing patient stress through empathy; professional care, which utilises knowledge and professional skills to communicate effectively with patients and the healthcare team; and emotional maturity (emotional management), which entails managing emotions in stressful situations to enhance decision-making and care quality. Studying the lived experiences of nurses can help identify challenges and offer solutions to improve care quality and professional standards.

Study limitations

This research represents the first phenomenological study conducted by the doctoral student. Although it was carried out under the supervision of experienced faculty members in qualitative research, the quality of the study may differ when conducted by a novice compared to a seasoned researcher. While the number of participants is not the primary criterion in phenomenological studies, but rather the richness of the data, the findings of this study are nonetheless constrained by a small sample size of nurses from a single culture, geography, and academic hospital. This limitation should be considered when generalising the findings to other settings. Despite the use of bracketing, the researcher cannot entirely disregardbiases stemming from their own mindset; thus, establishing credibility and dependability in this study has proven to be challenging.

Electronic supplementary material

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Abbreviations

ICU

Intensive care unit

Author contributions

Conception and design and Analysis and interpretation, Corrections: SPF, FH, AF, LJ. All authors read and approved the manuscript.

Funding

Urmia University of Medical Sciences funded this research.

Data availability

The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request and after approval by all authors.

Declarations

Ethics approval and consent to participate

All ethical considerations in human research were observed in accordance with the Helsinki Declaration. The purpose of the study was explained to the participants, and informed consent was obtained. Permission for audio recording was also sought. We assured the participants of the confidentiality of their names and their right to withdraw from the study at any time. This study was approved by the ethics committee of Urmia University of Medical Sciences (IR.UMSU.REC.1401.380).

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.