Background: Academic performance is a key indicator of professional success among healthcare students. Nursing students often experience stress, examination anxiety, frustration, and motivational challenges, which may negatively affect their psychological well-being and emotional intelligence. These psychological factors play a crucial role in academic adjustment and professional competence, making their assessment essential.
Objectives: To assess the psychological well-being and emotional intelligence among nursing students. To compare psychological well-being and emotional intelligence among nursing students across different academic years.
Methodology: A descriptive research design was adopted for the study. The study was conducted among B.Sc. Nursing students of first, second, third, and fourth year, with 50% representation from each academic year, at a selected nursing college of MMDU, Mullana, Ambala, Haryana. Data were collected using a socio-demographic questionnaire and standardized tools for assessing psychological well-being and emotional intelligence. Inferential analysis was carried out using the t-test.
Results: Comparison of psychological well-being between first-year and second-year nursing students showed a mean difference of 1.20 with a t value of 0.680 and a p value of 0.27, indicating no statistically significant difference. A statistically significant difference was observed between first-year and third-year students (mean difference = 6.579, t = 2.617, p = 0.006). The comparison between first-year and fourth-year students revealed a mean difference of 1.72 (t = 0.420, p = 0.675). Comparison between second-year and third-year students showed a mean difference of 9.54 (t = 0.648, p = 0.518), while comparison between second-year and fourth-year students revealed a mean difference of 6.94 (t = 1.671, p = 0.097). The comparison between third-year and fourth-year students showed a mean difference of 2.23 (t = -0.458, p = 0.648). With regard to emotional intelligence, the comparison between first-year and second-year nursing students showed a mean difference of 6.63 with a t value of 2.969 and a p value of 0.005, indicating statistical significance. The comparison between first-year and third-year students showed a mean difference of 6.29 (t = 2.483, p = 0.034). A highly significant difference was found between first-year and fourth-year students with a mean difference of 14.74 (t = 4.788, p = 0.001). Comparison between second-year and third-year students showed a mean difference of 0.34 (t = -0.095, p = 0.924), indicating no significant difference. The comparison between second-year and fourth-year students revealed a mean difference of 19.29 (t = 5.053, p < 0.001). The comparison between third-year and fourth-year students showed a mean difference of 2.23 (t = -0.458, p = 0.648). The findings indicate significant differences in emotional intelligence and selective differences in psychological well-being among nursing students across academic years, highlighting the importance of early psychological and emotional support interventions within nursing education programs.
Keywords: Emotional Intelligence, Psychological wellbeing, nursing Students.
How to cite this article: Gupta S, Deepu, Rahul, Dhruv, Princee, Prince, Chandan, Dheeraj, Sarin J, Assessment of psychological well-being and emotional intelligence among nursing students in selected Nursing college. Int J Drug Deliv Technol. 2026;16(2s): 420-428; DOI: 10.25258/ijddt.16.420-428