The Relationship between Emotional Intelligence and Lifelong Learning Tendency among Nurses at Beheira Governorate Hospitals

Abstract: Background: Nursing is a profession that blends science with compassion, requiring practitioners to deliver holistic, patient-centered care in complex and evolving healthcare environments. Beyond technical expertise, nurses must develop emotional and adaptive capacities to manage stress, make effective decisions, and sustain resilience. Emotional intelligence (EI) including self-awareness, self-management, empathy, motivation, and social skills has emerged as a critical competency for enhancing communication, problem-solving, and care quality. In parallel, lifelong learning (LLL) is indispensable for nurses to maintain professional adaptability, integrate new knowledge, and ensure readiness for technological and clinical advancements. The intersection of EI and LLL is particularly significant, as emotional intelligence fosters motivation and persistence, while lifelong learning strengthens emotional resilience and reflective practice. Despite this interdependence, limited research has examined their relationship among nurses in Egypt, especially within Beheira Governorate hospitals. Methods: A descriptive, exploratory, correlational design was employed. A sample of 650 nurses was selected through systematic random sampling from four governmental hospitals. Data were collected using two validated instruments: the Emotional Intelligence Scale (EIS) and the Lifelong Learning Tendency Scale (LLLT). Reliability was confirmed (EI α = 0.929; LLLT α = 0.92). Statistical analyses included descriptive statistics, Pearson correlation, chi-square tests, and multivariate regression, with significance set at p ≤ 0.05. Results: Nurses demonstrated moderate levels of EI (55.8%) and high levels of motivation (62.8%) and persistence (53.2%), but lower scores in organizing learning (52.5%) and curiosity (51.8%). Overall, 39.1% showed high lifelong learning tendency. Emotional intelligence was strongly correlated with lifelong learning tendency (r = 0.924, p < 0.001). Regression analysis identified bachelor-level education, female gender, and rural residence as positive predictors of both EI and LLLT, while age negatively influenced both outcomes. Conclusion: Emotional intelligence significantly predicts lifelong learning tendency among nurses. Strengthening EI skills fosters motivation, persistence, and adaptability, thereby enhancing professional competence and patient care quality. Integrating EI development and lifelong learning strategies into nursing education and professional development programs is recommended to sustain competence in evolving healthcare environments.

Keywords: Emotional Intelligence; Lifelong Learning; Nurses; Professional Development; Beheira Governorate; Nursing Education; Healthcare Quality.

Title: The Relationship between Emotional Intelligence and Lifelong Learning Tendency among Nurses at Beheira Governorate Hospitals

Author: Mohamed Magdy Ahmed Baz, Abeer Mahmoud Abd Elfattah, Sally Abd El Hamid Fayed

International Journal of Novel Research in Healthcare and Nursing

ISSN 2394-7330

Vol. 13, Issue 2, May 2026 - August 2026

Page No: 38-48

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 01-June-2026

DOI: https://doi.org/10.5281/zenodo.20486998

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