جستجوی مقالات مرتبط با کلیدواژه « هوش هیجانی » در نشریات گروه « پزشکی »

One of the factors that causes academic progress is emotional intelligence. The knowledge of the EI status can be effective in success. This study aims to determine the effectiveness of online emotional self-awareness training on academic motivation and emotional intelligence (EI) of dental students in Isfahan, Iran. 

This is a case-control study with a pre-test/post-test/follow-up design. Participants were 60 students of the School of Dentistry at Isfahan University of Medical Sciences in 2021, who were randomly divided into two groups of 30 including case and control. For the case group, one three-hour session of emotional self-awareness training was provided virtually. Bradberry-Greaves' EI test was used to measure EI and Vallerand’s academic motivation scale was used to measure academic motivation. The collected data were analyzed in SPSS software, version 26 using paired t-test, and independent t-test, and analysis of variance.

No significant differences were found immediately and one month after the intervention between the two groups in academic motivation and its domains (intrinsic motivation, extrinsic motivation, and amotivation) or in EI and its domains (self-awareness, self-management, social awareness, and relationship management) (P>0.05).

Online emotional self-awareness training has no effect on academic motivation and EI of dental students.

Although emotional literacy(It means the skill of recognizing and managing emotions) is one of the most important skills needed to have a healthy emotional relationship with people in society; But educational institutions are less likely to strengthen it in their audience through the use of rich resources. One of the reliable sources in this regard are the medical narratives that contain the health-oriented recommendations of the innocents (PBUH) and also reflect their normal life. The upcoming research has paid attention to how to achieve emotional literacy by using medical narratives, which has not been the focus of hadith scholars and health researchers from this point of view.

Methods and Materials:

 A qualitative content analysis study was conducted in a deductive- inductive design.In the deductive phase, By referring to the theory of emotional literacy in different sources, the core components of this concept were identified. In the induction stage, the identified components were extracted from Shia and Sunni hadith sources and effective strategies for strengthening emotional literacy have been analyzed and identified.

Out of 2055 medical narratives, 285 narratives contain mechanisms to promote the most important components of emotional literacy, that is, empathy and emotional exchange. After content analysis, twelve usable solutions have been extracted. "Five verbal skills and seven non-verbal skills".

The existence of effective solutions in medical narratives to promote emotional literacy indicates the educational ability of these narratives for public use and educational institutions, in order to read and interpret emotions and respond appropriately to emotional actions, especially in the era of technology, the era of weakening human communication.

Guiding and advancing a career in the 21st</sup> century with ever-changing structures is associated with certain complexities. The career adaptability is one of the abilities that plays an effective role in designing, promoting and succeeding in career. Therefore, the current research was conducted with the aim of predicting career adaptability based on digital literacy, emotional intelligence and career proactive behaviors in students.

The research community included all undergraduate and graduate students of Payam Noor University in Qom in the academic year 2023. From this community, 150 students who volunteered to participate in the study were selected and research questionnaires were distributed among them. In this study, in order to collect information have been used from the demographic characteristics questionnaire, career adaptability scale (Savikas & Profli, 2012), digital literacy questionnaire (Firoozjah et al., 2015), emotional intelligence questionnaire (Petrides & Farnheim, 2000) and career proactive behaviors questionnaire (Straus et al., 2000). The data were analyzed using SPSS version 25 statistical software and calculating descriptive statistics (mean & standard deviation) and inferential statistics (correlation coefficient & regression analysis).

The findings showed that there is a positive and significant correlation between career adaptability and digital literacy (r=0.56, P<0.01), emotional intelligence (r=0.21, P<0.05) and career proactive behaviors (r=0.48, P>0.01) P). Also, the results of the step-by-step regression analysis showed that 40% of the variance of career adaptability can be explained by the three variables of digital literacy, career proactive behaviors and emotional intelligence.

career adaptability is one of the abilities that plays an effective role in the management and guidance of career, so identifying and developing skills that improve the level of this ability in people is important and plays a significant role in career people.

Computer games have become an important part of teenagers' lives. These games have positive and negative consequences, including addiction. Therefore, the aim of this study was to compare the components of psychological well-being and emotional intelligence in players with and without addiction to computer games.

The present research method is descriptive and the statistical population included all the students of secondary schools (second period) in the academic year of 1401-1402 in Alborz City; from this population, first, by multi-stage random cluster method and then by purposive method and by implementing a Game Addiction Scale (Game Addiction Scale; GAS-7) on computer game players, 112 participants were selected as the target sample (56 participants with addiction and 56 participants without addiction). After removing incomplete and outlier data, 51 participants remained in each group (102 in total). In addition to GAS-7, Ryff’s Psychological Well-Being Scale (RPWS-18) and Wong Law’s Emotional Intelligence Scale (WLEIS-16) were also implemented. Multivariate analysis of variance (MANOVA) test was used for the final analysis of the data.

The results showed that addicted players scored significantly less in all psychological well-being components than the comparison group (p<0.001). Also, they obtained lower scores in the use and regulation of emotions (p<0.001).

Based on the results, players with addiction had weaker psychological well-being and emotional intelligence than the comparison group. Based on this, by identifying students with addiction, educational measures to improve emotional intelligence and well-being in secondary schools seem necessary.

The child's relationship with the dentist is the product of complex interactions between the patient, parents, and the dentist. Therefore, the aim of this study was to investigate the effect of emotional intelligence and parenting style on the child's dental anxiety and fear.

In this descriptive cross-sectional study, the patients aged 6 to 15 years with their parents who referred to Shahid Sadoughi Dental School in Yazd were selected through simple method. The MCDAS and CFSS-DS questionnaires were used to measure anxiety and fear, respectively, and the level of emotional intelligence and parenting style were measured by the Shering and Baumrind questionnaires, respectively. Data were analyzed via SPSS16, and T_Test, ANOVA were utilized.

Out of 120 participants, 39 were boys and 81 were girls. The mean age range of the children was 9.31 ± 2.46 years and parents' mean age was 37.60 ± 4.82. There was no significant relationship between parenting style and child's dental fear and anxiety (P=0.492 and P=0.769, respectively) and between parent's emotional intelligence and child's dental anxiety (P=0.053), but there was an inverse and significant relationship between parent's emotional intelligence and child's dental fear (r=0.274 and P=0.003).

The results of the present study showed that the parenting style has no significant relationship with child's dental fear and anxiety and also the parent's emotional intelligence with the child's dental anxiety, but the parent's emotional intelligence has an inverse and significant relationship with the child's dental fear.

Emotional intelligence plays an important role in people's mental health, and its disorder endangers a person's mental health, so it is very important to pay attention to this aspect of intelligence during the outbreak of Covid-19. The aim of this research was to investigate emotional intelligence in patients who have recovered from the disease of covid-19 and people who have not been infected.

The current research was a causal-comparative study. The statistical population was the patients who recovered from covid-19 and were discharged from the 9-Day Hospital of Torbet Heydarieh city, 352 people were selected using the available sampling method. The research tool was Schering's Emotional Intelligence Questionnaire. The data were analyzed using chi-square test and independent t-test using spss no. 21 software.

There was a significant difference between the components of emotional intelligence in two groups recovered from covid-19 and healthy people (p<0.05), so that people who recovered from covid-19 obtained lower scores in the variables of self-awareness and empathy. but in the variables of self-control, self-motivation and social skills, the healthy group had a higher score.

In order to improve the mental health of people after contracting the Covid-19 disease, it is suggested to use the psychological intervention of emotional intelligence training in the design of treatment programs for these patients.

Nursing is one of the key jobs in healthcare. Quality of care is an important part of nursing and has been accepted by most nurses and researchers. The quality of nursing care is affected by different components of emotional and moral intelligence. In addition, emotional and moral intelligence affect better decision-making and problem-solving abilities, improving nurses' performance. This study was conducted to determine the predictive power of emotional and moral intelligence on the quality of nursing care.

The present study was cross-sectional-correlational descriptive research. Three hundred ninety-five eligible nurses who met the study inclusion criteria were selected by quota sampling. Data were collected using demographic characteristics, emotional intelligence, moral intelligence, and the quality of nurses' care questionnaires. Frequency and percent were used to analyze the descriptive results. Pearson's correlation coefficient and linear regression were used to examine the relationship between variables and predictions, and t-tests and variance analysis were also used in the analytical tests.

The results showed a relationship between emotional and moral intelligence with the quality of nursing care (P<0.001). Also, moral intelligence and emotional intelligence can predict the quality of nursing care.

Considering the positive relationship between emotional and moral intelligence with the quality of care and the fact that emotional intelligence can be learned and acquired, it is recommended that nurses attend classes and training courses to improve their emotional intelligence. Promoting and improving emotional and moral intelligence helps to maintain nurses' mental health and improve the quality of nursing care.

Experiencing tensions such as anxiety, stress, and depression is inevitable due to the nature of the disease and treatment, which can affect the life expectancy of these patients. Emotional intelligence is one of the most effective components in adapting to a disease and its complications and in complying with treatment. This study is conducted with the aim of determining the relationship between emotional intelligence and life expectancy in leukemia patients.

This was a descriptive -correlational study conducted on 200 patients with leukemia who were referred to the selected hospitals of Tehran University of Medical Sciences in 2023. The research tools included a demographic information form, Schutte emotional intelligence questionnaire, and Snyder life expectancy questionnaire. Data analysis was done in SPSS version 16 using descriptive and inferential statistics methods.

The average age of the participants in the research was 36/83 ± 11/13 in the age range of 18-69. Most of the patients were male (62%) and married (66/5%). The mean score of emotional intelligence in leukemia patients was 127/17 and the mean score of life expectancy was 32/19. According to the results of the study, there was a positive and significant correlation between emotional intelligence and life expectancy (P<0/001) (r=0/364).

Based on the results of the study, patients with higher emotional intelligence had higher life expectancy. Since emotional intelligence is very helpful in facing stress and tension and can be taught and learned, implementing interventions to increase emotional intelligence can be the basis for improving the life expectancy of these patients.

Children are the national and human capital of the country. Therefore, psychological health and the examination of their psychological aspects are of great importance, meanwhile, the role of parents in this field is undeniable. The purpose of the research was to test the structural model of children's behavioral problems based on mothers' mental health, considering the mediating role of emotional intelligence.

This research was fundamental and quantitative in terms of objective and semi-quasi-correlation and structural equation modeling. The statistical population of this research included all children diagnosed with behavioral problems before elementary school in Qom province in the academic year 1401-1402. A sample of 385 mothers, who volunteered to cooperate, were included in the research from among the mentioned society. Children's behavioral problems questionnaire (Quay and Peterson), emotional intelligence questionnaire (Bar-On), and general health questionnaire (GHQ) were used to collect information. The data were analyzed by correlation matrix method and structural equation modeling.

The results showed that the indicators of the proposed model have an acceptable fit. The path of mental health to behavioral problems (β = -0.294, P = 0.000), the path of mental health to emotional intelligence (β = 0.570, P = 0.000), and the path of emotional intelligence to behavioral problems (P = 0.000), β = -0.367) is reported. Also, the mediating role of emotional intelligence was confirmed at a confidence level of 0.95.

Mothers' mental health has significant effects on children's emotional intelligence and behavioral problems, so it is recommended that the contribution of the above variables in assessment, diagnosis, and treatment is considered important, and related organizations should consider possible preventive programs.

Emotional intelligence (EQ ) is one of the most important issues for achieving success in various areas of life such as education, job, social environment and mental health, and its improvement in medical students especially in the pre-clinical period can lead to their responsibility and better performance in future. Due to the lack of sufficient evidence and studies in the field of emotional intelligence among clinical and pre-clinical students, this study was conducted with the aim of evaluating and comparing the level of emotional intelligence in students of Tabriz medical university.

In this cross-sectional study that was conducted in 2020, the statistical population was all medical students in Tabriz medical university, 350 students were selected using Cochran's sample size formula and stratified  random sampling method. Data collection in pre-clinical (basic sciences and physiopathology) and clinical (extern and internship) students, was done using the standard Emotional Intelligence Questionnaire, and in addition, the demographic information of students was recorded with a checklist prepared by researcher. After collecting data, it was analyzed with SPSS software.

The average age of students was 22.46±2.39 years. The overall emotional intelligence score was 28.49±5.86. The average of performance of the students and the grade in the entrance exam to university had a significant relationship with emotional intelligence, but no significant relationship was reported between gender and marriage with emotional intelligence. In a comparison between the students of Azad and International Pardis University, the average of emotional intelligence is higher than the students of the Tabriz University of Medical Sciences. Native students had higher emotional intelligence than non-native. Emotional intelligence in students of clinical education level was significantly lower than those in pre-clinical level (P<0.05).

Results showed that the emotional intelligence of the students was at an average level, and considering the level of EQ in the clinical stages compared to the first years of education, in order to achieve greater professional success in the future of students, especially before attending the bedside and during the students' academic years, emotional intelligence skills workshops, and training recommended to strengthen social and emotional intelligence

In today’s world, where social environments are changing exponentially, social skills play an essential role in the mediating process between emotional intelligence factors and individuals’ performance. The present study aims to investigate the mediating role of moral reasoning in the relationship between emotional intelligence and behavior in bystanders to bullying.

This correlational research is of structural equation model type. The target population consisted of male and female secondary school students in Khorram Abad, Lorestan in the academic year of 2022-23. The study population consisted of 310 students, who were selected through cluster sampling. Data collection tools included the Defining Issues Test (The DIT, Rest et al.), Bar-On Emotional Quotient Inventory (EQ-i) and the Participant Role Questionnaire (PRS, Salmivalli et al.). Data analysis was done using structural equation model and Smart PLS 3.

Ethical Considerations: 

Ethical standards were observed, including explaining the purpose of the research, anonymity, data confidentiality, voluntary participation and obtaining informed consents from the participants.

The results of the current research indicated that all significance coefficients (t-value) were greater than 1.96, R2 values for the endogenous components of the research belonged to the range of 0.53 to 0.93 and the results of Q2 values for all model structures belonged to the range of 27. 0 to 0.61, which shows the significance of all the relationships between components at the confidence level of 95%. Based on the results, emotional intelligence has a positive and significant effect on moral reasoning and behavior in bystanders to bullying. Furthermore, the results indicated that the significance number and the indirect coefficient are equal to 8.26 and 0.45, respectively, which means that moral reasoning plays a mediating role in the relationship between emotional intelligence and behavior in bystanders to bullying (P<0.05).

The research findings showed that there is a significant relationship between emotional intelligence and behavior in bystanders to bullying. The results of the equation model indicated that students' moral reasoning can play a significant mediating role in the relationship between emotional intelligence variables and behavior in bystanders and lead to an increase in the level of effectiveness.

Communication skills and stress affect the quality of nursing care. Due to the COVID-19 epidemic and limitations in face-to-face training, this study was conducted to investigate the effect of virtual training of emotional intelligence components on perceived stress and communication skills among nursing students.    

This Experimental study was conducted on 56 nursing students who entered the study based on the inclusion and exclusion criteria. The participants were randomly assigned to a control group (n=28) and an intervention group (n=28) with permuted block randomization. The intervention group received emotional intelligence components training using Skype software. Data were collected through a Demographic questionnaire, Cohen’s Perceived Stress questionnaire, and Queendom’s Communication Skills questionnaire. Data analysis was performed using SPSS statistical software (Version 22). 

The results revealed no statistically significant difference between the two groups regarding the mean scores of perceived stress and communication skills before the intervention (P>0.05). However, a statistically significant difference was observed between the mean scores of perceived stress and communication skills (P<0.05) in both groups one month after the intervention. 

The study indicated that the virtual training of emotional intelligence components reduced the nursing students’ perceived stress and increased their communication skills. These results highlight the importance of emotional intelligence training for nursing students.

Evidence supports a close relationship between emotional intelligence and quality of life. This study aimed to determine the relationship between emotional intelligence and quality of life among students of the School of Rehabilitation, Shahid Beheshti University of Medical Sciences.

In this descriptive study, 182 undergraduate students of the School of Rehabilitation, Shahid Beheshti University of Medical Sciences, were selected, and they answered the standard 12-item Quality of Life and the Bradberry-Greaves’ Emotional Intelligence questionnaires. One-way analysis of variance (ANOVA) was used to analyze the data.

One-way ANOVA showed that there is a statistically significant relationship between self-awareness score and quality of life (p=0.022), self-management score and quality of life (p<0.001), relationship management score and quality of life (p=0.003), and the overall score of emotional intelligence and quality of life (p<0.001).

The findings of the present study confirm the relationship between emotional intelligence and the quality of life of students. It is recommended that universities take steps to provide an appropriate platform for enhancing the quality of life of students by incorporating emotional intelligence skills into their educational programs.

Emotional intelligence includes a series of characteristics that have the ability to affect a person's overall ability to respond to environmental needs and stress. Due to the stressful nature of the clinical environment, this study was conducted with the aim of determination the relationship between psychological stress in the clinical environment and emotional intelligence of nursing students of Hamadan University of Medical Sciences in 2022.

In this descriptive cross-sectional correlational study, 214 nursing students of the 2nd to 8th terms of Hamedan University of Medical Sciences were included in the study by census method. Data collection tools included demographic characteristics checklist, Siberia Schering's Emotional Intelligence questionnaire and Cohen's psychological stress in clinical setting questionnaire. Data analysis was done by descriptive statistics, Pearson correlation coefficient, one-way ANOVA and independent sample t-test in SPSS 25 software.

According to the results; the mean (standard deviation) of emotional intelligence scores was 106.15 (10.59) and psychological stress in the clinical environment was 52.01 (12.38). It was also found that there is an inverse and significant statistical relationship between emotional intelligence and psychological stress of students in the clinical environment (r = -0.26, P < 0.001).

Higher emotional intelligence effectively reduces the psychological stress in the clinical environment of nursing students. Therefore, it is suggested that relevant officials with targeted planning and holding classes and workshops to strengthen emotional intelligence; take steps to strengthen it in different students, especially nursing students.

 Emotional intelligence, as the ability to recognize and control one's emotions and feelings, is considered a new psychological approach to evaluating behavior in workplaces. Job stress, as an imbalance between job needs and individual abilities, has always been one of the main challenges of workplaces. Therefore, this research was conducted in one of the oil industries in Tehran to investigate the effect of employees' emotional intelligence on their job stress. 

  This research is a practical and analytical cross-sectional study. The population of this research, consisting of 300 employees, was selected by random stratified sampling. In this research, two questionnaires, Bar-On emotional intelligence, and HSE job stress were completed. Also, for data analysis, LISREL 8.72 and SPSS 18 software were used to estimate the causal effect between research variables and calculate descriptive indices as well as compare average variables.

 The employees' emotional intelligence and job stress had a significant inverse relationship; In other words, a higher level of emotional intelligence was associated with lower job stress. The subscales of responsibility and self-expression in the emotional intelligence test, and the subscales of relationship and role in the job stress test, had the highest and lowest numerical values in each test, respectively. Also, based on the results, employees' emotional intelligence levels and job stress were independent of their age and education level.

 Employees' emotional intelligence level affects their amount of job stress. Therefore, applying emotional intelligence skills in workplaces can significantly reduce the level of employees' job stress.

Nurse and parent participation in providing family-centered care is a well-known concept. Emotional intelligence and competence are the basic prerequisite for participatory nursing based on supportive interactions. Therefore, this research was carried out with the aim of determining the relationship between parent-nurse partnership and competency and emotional intelligence of nurses in pediatric departments.
This study is a descriptive-analytical study of the correlation type. 100 nurses of children's wards of Shahrekord city were studied by census method. The data were collected using three standard questionnaires of emotional intelligence Wong & Low (2002), competence of nurses Liu et al. (2007) and nurse and Pediatric nurse parent partnership scale Choi and Bang. The data was analyzed using descriptive and analytical statistics (Spearman's correlation coefficient) with SPSS 24 software.
The results of the study showed that there is a relationship between parent nurse partnership and the competency of nurses in pediatric departments (r=0.237, p=0.017) and there is a positive and significant relationship between emotional intelligence and the competency of nurses (r=0.451, p=0.001). However, the relationship between the score of emotional intelligence and the score of parent-nurse partnership in pediatric departments was not significant (r=0.024, p=0.815).
According to the findings of the study, the competence of nurses can increase the participation of parents of nurses. Therefore, planning to increase the competence of children's nurses in the formal education period and in-service can help to promote parent-nurse partnership as one of the most important indicators of family-oriented care.

Emotional intelligence is a set of non-cognitive skills affecting a person's ability to cope with environmental demands and pressures. It seems that students who have higher emotional intelligence can make better and more targeted decisions against various stresses. This research was conducted with the aim of determining the relationship between emotional intelligence and the perceived stress of Gonabad students.

In this descriptive analytical study conducted in 2021, 364 students of Gonabad city were included by quota sampling method according to the number of students in each university. The research tools consisted of a demographic information questionnaire, Bradbury and Greaves’ emotional intelligence, and Cohen's perceived stress questionnaire, collected by the web-based method. Data were analyzed using Chi-square, Pearson, and Spearman correlation tests in SPSS version 26.

The mean score of emotional intelligence of students was 89/32 and the mean score of perceived stress of students was 30/62. Among the demographic data, there was only a significant and positive relationship between age and emotional intelligence (p=0/041). In other demographic information, no significant relationship was observed with emotional intelligence and perceived stress. The mean score of emotional intelligence components including self-awareness was 20/65, social awareness was 16/16, relationship management was 26/26, and self-management was 25/86. A significant and inverse relationship was observed with stress between all components of emotional intelligence, including self-consciousness (P<0/001), social consciousness (P<0/001), relationship managemen(P<0/001) and emotional intelligence score (P<0/001), except self-management (P<0/248).

According to the results, indicating a decrease in the level of perceived stress with an increase in the level of emotional intelligence in students, it is suggested that workshops related to increasing the level of emotional intelligence be considered for students at the university level, especially in times of widespread stress.

Evidence shows that a high level of emotional intelligence in health care workers leads to better communication with patients and, ultimately, the pateints’ satisfaction. Considering the undeniable and complex relationship between emotional intelligence and communication skills, the present research was designed and implemented.

The current research is a descriptive-analytical study. The participants included 121 community health workers from Kurdistan Province, Iran. The required data was collected through a communication skills checklist by observation, Queen Dam's communication skills questionnaire, and Shering's Emotional Intelligence Questionnaire. Descriptive statistics, analysis of variance (ANOVA), and linear regression were performed using SPSS (version 21) software.

The results of self-declaration of emotional intelligence and communication skills showed that only 28% of the participants had high emotional intelligence, and 32.2% had high communication skills. The evaluation of communication skills through the observation method showed that the staff obtained a low score with respect to introducing themselves to patients, explaining the treatment process, and keeping the patients calm. Moreover, 40.7% of participants had active listening skills. The r-squared (the coefficient of determination) showed that 86% of the variance of emotional intelligence is related to the variable of communication skills.

Overall, the findings of the present study revealed an average level of emotional intelligence and communication skills among health care workers. Concerning the communication weaknesses observed in the emotional dimensions, it is recommended to intervene appropriately.

Background &

Nurses are the most important members of health care systems. Due to the nature of their job, they need to have skills that can help them in providing quality care. Emotional intelligence is a relatively stable individual ability and an essential characteristic of nursing practice. The present study was conducted to determine the relationship between emotional intelligence, job performance, and occupational stress in nurses.
Methods & Materials: The current research is a quantitative study with a descriptive cross-sectional and correlational approach conducted on 300 nurses working in educational and medical centers in Urmia City. Data collection tools included the Siberia Schering Emotional Intelligence Standard questionnaire, Paterson's Job Performance Questionnaire, and the Nursing Stress Scale (NSS). After completing the questionnaires, the data was analyzed using descriptive and analytical statistics in SPSS 20 software.

The findings showed that the mean emotional intelligence score of the nurses was 107.78, having good emotional intelligence. The mean occupational stress score was 77.10, which represents the average job stress, and the mean job performance score was 37.62, which indicated a very good job performance among the nurses. The analytical investigation confirmed a significant relationship between nurses' job performance and emotional intelligence (P=0.000) as well as occupational stress (P=0.000) in nurses.

Since emotional intelligence is considered an important skill in the nursing profession, this skill can reduce nurse's job stress and improve their job performance. Therefore, it is recommended that the policymakers and educational planners add this emotional intelligence skill education in the nursing curriculum or continue education courses to improve their skills and reduce the workload and stress, increase their performance, and finally promote quality care to patients and increase their satisfaction.

Employee burnout is one of the most important issues in today’s organizations because worn-out or depleted employees cannot effectively achieve organizational goals. The present study aimed to investigate the relationship between psychological empowerment and job burnout with a mediating role of emotional intelligence in nurses of private hospitals in Shiraz. The present study used a cross-sectional analytical method on 256 nurses from private hospitals in Shiraz; according to the statistics of the Vice-Chancellor of Shiraz University, the total number of working nurses was around 750. To collect data, Maslach’s job burnout, Spreitzer’s psychological empowerment, and Bar-On’s emotional intelligence questionnaires were used, and the structural equation method was used to analyze the data. The absolute value of the path coefficient explaining the relationship between psychological empowerment and job burnout was greater than 0.3 (0.545), and the t-statistic was higher than 1.96. Therefore, a negative relationship exists between psychological empowerment and job burnout, so with increased psychological empowerment, job burnout decreases. Also, Emotional intelligence increases the effect of psychological empowerment on job burnout. Thus, job burnout decreases with increased psychological empowerment and emotional intelligence. According to the results of this study, there are mutual effects between psychological empowerment, emotional intelligence, and job burnout, so it is expected that managers can promote psychological empowerment and reduce job burnout by strengthening emotional intelligence and improving the efficiency of nurses.