Nursing students are routinely exposed to demanding and stressful experiences throughout their academic training and early professional practice. Emotional intelligence is widely recognized as a central factor in managing such pressures effectively. This qualitative action research study sought to deeply examine the personal and interpersonal changes that occur in nursing students following participation in a stress management program grounded in Bar-On’s mixed model of emotional intelligence. The study unfolded in three sequential phases: pre-action, action, and post-action. Twenty-five nursing students completed a structured 14-module stress management course informed by Bar-On’s framework. After the training, participants took part in detailed, semi-structured interviews. The resulting narratives were systematically examined using thematic analysis to uncover key dimensions of transformation. Five principal domains aligned with the Bar-On model were identified. In the Intrapersonal domain, students reported growing self-awareness, reinforced self-esteem, awareness of personal limits, decisiveness, and strengthened self-direction. The Interpersonal domain encompassed improved emotional understanding in relationships, more mature communication approaches, and healthier relational boundaries. Under Adaptability, themes included cultural participation, flexible adjustment, and sensitivity to individual differences. The Stress Management domain reflected mindful coping, constructive help-seeking, tolerance, and greater impulse control. Finally, within General Mood, participants described enhanced emotional stability, optimism, and a deeper sense of inner calm. The findings suggest that stress management education designed around Bar-On’s emotional intelligence model promotes meaningful emotional and behavioral development among nursing students. Embedding such programs as core elements of nursing curricula could strengthen resilience and professional preparedness.
