Analysis of Emotional Management Status and Influencing Factors Among Nursing Students

Objective: To investigate the emotional management status of nursing students and analyze its influencing factors, providing evidence for developing targeted intervention measures. Methods: Convenience sampling was employed to select 193 nursing students from a university in Hainan Province as research subjects between December 2024 and January 2025. A cross-sectional survey was conducted using a demographic questionnaire and the Undergraduate Nursing Students’ Emotional Management Competence Questionnaire. Descriptive analysis, t-tests, analysis of variance (ANOVA), and multiple linear regression analysis were performed using SPSS 27.0 software. Results: The nursing students’ total emotional management score was (78.17 ± 12.62) points, indicating an upper-middle level. Scores across dimensions, from highest to lowest, were: emotional expression ability (23.03 ± 4.22), emotional facilitation ability (21.45 ± 4.34), emotional cognition ability (18.46 ± 3.44), and emotional regulation ability (15.23 ± 2.82). Univariate analysis revealed that academic performance significantly influenced emotional management ability (all p < 0.05). Multivariate linear regression analysis indicated that academic performance predicted emotional management ability (p < 0.05). Conclusion: Nursing students demonstrated generally good emotional management ability with room for improvement, and academic performance emerged as a key influencing factor. Recommendations include strengthening emotion management education in higher education institutions, integrating it into practical teaching, encouraging nursing students to enhance self-management, and fostering a supportive campus culture to collectively improve students’ emotion management abilities and professional competence.