Nurses are critical frontline at a covid-19 pandemic hospital, working around the clock, have exposed to the high risk of infection and in the meantime, they take care of their husband, children, parent, and others at home. They are in the stress working condition that they need to enhance cognitive ability to better coping with stress encountered at covid-19 pandemic hospitals. The present study proposed both the emotionally intelligent and growth mindset simultaneously used to improve nurse's cognitive ability to be better coping with stressful working conditions. Precisely, a study investigates emotional intelligent outcomes of direct and indirect (through the growth mindset) impact better coping with stress working environment. The notion of indirect effect based on positive emotion theory proposed a positive emotion broaden an individual's momentary thought-action repertoire, present study counseled is a growth mindset and the cognitive ability anticipated to produce better coping with stress working environment. Moreover, growing recognition how individuals regulate emotional experiences intriguing present study to investigate the moderating impact of experiential avoidance to the cognitive ability study and coping with stress. To test the idea, data will be collected from nurses at the covid-19 pandemic hospital. To minimize potential common method bias, data will be collected at two points in time separated by a four-week interval. The result of the present study anticipated to become one of the sources of reference for the government to prepare nurses to have a better cognitive ability to manage stress at pandemic hospital. Meanwhile, the contributes to the existing body of knowledge by establishing an unexplored indirect effect of emotional intelligence on coping stress through the mediation of growth mindset. In other words, the present study extends the existing literature on the emotional intelligent outcomes which are currently limited to work engagement, job performance, customer satisfaction, and student achievement. Meanwhile, the experiential avoidance appears to be a resistance factor of particular importance for understanding the phenomenology of coping with stress.