الفهرس 
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Abstract
Background: Four phases teaching method affects emotional intelligence, satisfaction, self-confidence and practice. Aim of the study: was to investigate the effect of application of four phase teaching method regarding care of labour among nursing students and its effect on their emotional intelligence. Setting: The study was conducted at Technical Nursing Institute at Benha University. Research design: A quasi-experimental study was utilized to conduct the study. Sample: A purposive sample included 170 nursing students was selected and divided equally into two groups control and intervention groups. Tools of data collection: Four tools were used: Tool (I): A structured interviewing questionnaire. Tool (II): Bar-On emotional intelligence Quotient Inventory. Tool (III): The Student Satisfaction and Self-Confidence in Learning Instrument. Tool (IV): Observational checklist. Results: The present study results revealed that, after implementation of the four-phase teaching method the mean scores of emotional intelligence was statistically higher in the intervention group compared to control group (P ≤ 0.05). Also, more than three quarters of the intervention group had high satisfaction and self-confidence in learning and had satisfactory practice regarding management of the first and fourth stages of labour compared with less than half of the control group (P ≤ 0.001). Conclusion: The four-phase teaching method was highly significantly more effective than lecture regarding student’s emotional intelligence, satisfaction, self-confidence and practice related to care of labour. Recommendations: Integration a four-phase teaching method in obstetrics and gynecology nursing curriculum.