Background: Undergraduate nursing education exposes students to intensive theoretical requirements, clinical responsibilities, emotionally demanding situations, and frequent academic assessment. Emotional intelligence may support nursing students’ ability to understand and regulate emotions, communicate empathically, cope with academic pressure, and maintain effective learning behaviors. Aim: To evaluate the effect of an emotional intelligence educational program on undergraduate nursing students’ empathy, test resilience, and academic achievement. Research design: A quasi-experimental pre- and post-test design was utilized. Setting: The study was conducted at the Faculty of Nursing, Badr University in Cairo, Egypt. Sample: A convenience sample of 150 undergraduate nursing students was included. Tools: Data was used to collect data using five parts: demographic characteristics; Schutte Self-Report Emotional Intelligence; Interpersonal Reactivity Index; Resilience Scale; and Academic Progress Questionnaire. Results: High emotional intelligence increased from 14.7% before the program to 96.7% after the program, with mean score increased from 50.58 ± 26.19 to 146.88 ± 23.52. The mean total empathy score increased from 25.76 ± 12.47 to 72.34 ± 15.32. High resilience increased from 6.0% to 80.0%, with an increase in the mean total resilience score from 30.32 ± 10.73 to 66.77 ± 14.19. The mean total academic progress score increased from 61.60 ± 23.49 to 165.10 ± 38.74. Conclusion: The emotional intelligence educational program was effective in improving the studied undergraduate nursing students’ emotional intelligence, empathy, resilience, and academic progress. Recommendations: continue emotional intelligence education should be integrated into undergraduate nursing student.