Background: Four phases teaching method affects emotional intelligence, satisfaction, selfconfidence and practice. Aim of the study: Was to investigate the effect of application of four phase
teaching method regarding care of labor among nursing students and its effect on their emotional
intelligence. Design: A quasi-experimental study was utilized. Setting: The study was conducted at
technical Nursing Institute at Benha University. Sample: A purposive sample included 170 nursing
students and divided equally into two groups control and intervention groups. Tools of data collection:
Four tools were used, I: A structured interviewing questionnaire, II: Bar-On emotional intelligence
Quotient Inventory, III: The student satisfaction and self-confidence in Learning Instrument and tool
and IV: Observational check list. Results: The mean scores of emotional intelligence was statistically
higher in the intervention group compared to control group (P ≤ 0.05) post implementation of the fourphase teaching method. Also, the intervention group had significant higher scores in satisfaction, selfconfidence and practice compared to control group (P ≤ 0.05). Additionally, there was a positive
statistical correlation between total emotional intelligence and total practice scores in both groups (P ≤
0.05). Finally, it was observed that there was significant positive correlation between emotional
intelligence, satisfaction and self-confidence scores among intervention group (P ≤ 0.05). Conclusion:
The four-phase teaching method was effective on improving student's emotional intelligence,
satisfaction, self-confidence and practice related to care of labour.