Assessing Leadership Competencies in Saudi Nursing Graduates: Implications for Practice Readiness

Background Leadership competencies are critical for nursing graduates to manage complex healthcare environments and effectively ensure patient safety. However, gaps persist in supporting nursing education with Saudi Arabia’s Vision 2030 changes. Despite global recognition of leadership skills as predictors of practice readiness, limited research investigates these competencies in Saudi nursing graduates, particularly within the culturally hierarchical healthcare environment. Objective This study investigated the leadership skills of Saudi nursing graduates and assessed their preparedness for professional practice. Methods A cross‐sectional design estimated 125 graduates from a governmental nursing institution using a validated 40‐item leadership competency instrument and a 22‐item practice readiness scale. Data were analyzed using Spearman’s correlation and chi‐square to identify factors affecting readiness. Results Leadership competencies positively correlated with practice readiness ( r = 0.76–0.82, p < 0.001). Interpersonal collaboration ( r = 0.81) and problem‐solving ( r = 0.79) were the most significant predictors. Graduates competent in culturally adaptive skills, such as respectful conflict resolution and patient advocacy within hierarchical teams, reported higher readiness. Conclusion Leadership competencies significantly influence the readiness of Saudi nursing graduates for practice. Emphasizing universal, experiential education that focuses on interpersonal collaboration, decision‐making, and culturally adaptive communication can prepare graduates for diverse clinical environments, including those in the Northern Border region. Such preparation contributes meaningfully to national efforts aimed at enhancing the nursing workforce in alignment with the goals of Saudi Vision 2030.