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Purpose of the Study: Aim 1: To assess the impact of an introductory session on emotional intelligence (EI) levels among nursing students. Hypothesis 1: The emotional intelligence level of Nursing students who participate in the introductory session will be increased after the introductory session of emotional intelligence Aim 2: To identify factors associated with changes in emotional intelligence among nursing students following the introductory session. Hypothesis 2:Demographic factors (such as age, place of living, gender, age, marital status, and level of education) and level of emotional intelligence will significantly predict the extent of changes in emotional intelligence scores among nursing students after participating in the session. Quasi-experimental studies are defined as pre-post intervention, and non-randomization is the signature of this type of study (Harris et al.,2006). Quasi-experimental approaches are similar in comparing units that are part of a development intervention with those that are not. This means there may be systematic differences between the groups. This is why it is known as a “quasi” experiment rather than a true one. This study, designed with a control group design, has a control that does not receive the intervention and intervention groups as a two-group pretest-posttest design, comparing the two groups before and after implementing the intervention (Schweizer et al.,2016). This design will be applied to the current study because the intervention is expected to affect students. Moreover, the Quasi-experimental design is acceptable to a broader group of people because it does not include randomization. This will play a positive role in the generalizability of the result. Any experimental approach best suits interventions with clear, predicted, measurable outcomes, which can lead to quantifiable changes over relatively short periods. Nonequivalent control group pretest-posttest design: This quasi-experimental design compares two groups not created through random assignment. The control and intervention groups are considered equivalent in every way other than the intervention session. Study Setting The control group will be conducted at the Nursing College at Princess Noura Bint Abdoalrhman University. The intervention group will be conducted in the Nursing College at King Saud University in Al-Riyadh City. Sampling Process Convenience sampling is non-randomized. The participants will be selected according to inclusion and exclusion criteria from the BSN program at Nursing College, King Saud University and Nursing College at Princess Noura Bint Abdoalrhman University. Inclusion Criteria • Nursing students at the College of Nursing, King Saud University, have (theory and practice curricula) • Students who have never been to EI courses. Exclusion Criteria • Internship nursing students (They have clinical training). Sample size calculations are performed using G* Power version 3.1.9.7, based on a correlation test. The goal is to achieve a power of 0.80, alpha = 0.05, and a medium effect size of 0.15. Thus, the minimum sample size required is 92. A questionnaire will be provided to nursing students consisting of two parts (socio-demographics data – Schutte’s self-report). The socio-demographic data include age, Gender, material status, and parent education level. Schutte’s self-report emotional intelligence test (SSEIT) was conducted by Dr. Nicola Schutte in 1998, based on Mayer and Salovey’s emotional intelligence model. The SSEIT involved four sub-scales in measuring general EI: emotion perception, emotional utilization, self-management, and managing others. The SSEIT involved 33 items categorized into five scales to measure responses: 1 (strongly agree) and 5 (strongly disagree). Schutte stated that SSEIT’s reliability rating is 0.90 on her EI scale. According to previous information, write the accurate data analysis methods

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