Background: Coronavirus disease (COVID-19) has caused one of the worst global pandemics in recent decades. It has disrupted education systems worldwide, leading to a forced shift from traditional face-to-face to blended or fully distanced learning, requiring a higher level of student readiness for self-directed learning (SDL) and a more internal locus of control (LOC). Objective: This study explored the relationship between locus of control and level of readiness for SDL among Saudi nursing students and whether the COVID-19 pandemic has impacted this relationship. Methods: a cross-sectional correlational descriptive study was conducted to survey 277 Saudi nursing students enrolled in the bachelor program in one of the reputable universities in Saudi Arabia. An E-questionnaire containing two scales, the Self-Directed Learning Readiness Scale for Nursing Education, and the Locus of Control Scale, was used to collect data in addition to the selected participants’ characteristics. Results: Nursing students had a moderate-to-low level of readiness for SDL (mean = 144.0), and the majority had an external LOC. There was a significant association between locus of control and level of readiness for self-directed learning (r = 0.19*, p = 0.001), and the internal locus of control was more significantly associated with self-directed learning (r = 0.22*, p = 0.0001) than with external locus of control. Conclusion: The study findings indicate a propensity of respondents towards an external locus of control, whereas the majority of the respondents reported low to moderate levels of readiness across all dimensions of self-directed learning. This study was not registered.

Emotional intelligence (EI) is increasingly recognized as a key factor in healthcare, where managing emotions is critical for job satisfaction, productivity, and interpersonal relationships. For nurses, particularly during the COVID-19 pandemic, EI plays a pivotal role in navigating emotional challenges and improving their quality of work-life (QoWL). This study aims to examine how EI moderates the relationship between nurses' preparedness to care for COVID-19 patients and their QoWL. A cross-sectional, correlational design was used, involving 267 nurses from various healthcare settings. Data were collected through the Emotional Intelligence Scale, the Quality of Nursing Work Life survey, and demographic questionnaires, and analyzed using hierarchical regression. The results showed that nurses' preparedness to care for COVID-19 patients did not initially predict QoWL (β = .034, p = .57). However, when EI was included, it significantly moderated this relationship, explaining 41% of the variance in QoWL. Both personal and social competence components of EI had a buffering effect, highlighting the importance of EI in improving nurses' work-life quality (β = .578, .665, p < .001). These findings suggest that fostering EI in nurses can enhance their resilience and work-life quality, particularly in high-stress healthcare environments like those experienced during the pandemic.