Investigation of Nurses' Assertiveness and Leadership Characteristics

AIM: This study aimed to examine the assertiveness levels and leadership characteristics of nurses. DESIGN: This study employed a descriptive and cross-sectional design. METHODS: It was conducted in three hospitals within a province. The sample consisted of 367 nurses who voluntarily agreed to participate in the study. The data were collected between January 2021 and May 2022 using the Personal Information Form, the Leadership Orientations Scale and The Voltan-Acar Assertiveness Inventory. Parametric tests were used for data analysis. RESULTS: Among the nurses who participated in the study, 86.9% were female, 64.0% were under the age of 42, and 72.4% held a bachelor's degree. Those who attended scientific programmes, received assertiveness and leadership training, practiced their profession with passion and held a postgraduate degree had higher mean scores across all subdimensions of the Leadership Orientations Scale (p < 0.05). They also exhibited lower mean scores in the Shyness subdimension of the Voltan-Acar Assertiveness Inventory than their counterparts (p < 0.05). CONCLUSION: Nurses who engaged in scientific programmes, received assertiveness and leadership training and dedicatedly practiced their profession exhibited stronger leadership qualities. As educational level increased, nurses were more capable of effectively utilising different leadership orientations. At the same time, they displayed higher levels of assertiveness. RELEVANCE TO CLINICAL PRACTICE: Educational level, professional enthusiasm, having a nurse role model and participation in scientific programmes enhance assertiveness and leadership characteristics in nurses. PATIENT OR PUBLIC CONTRIBUTION: In today's evolving world, as in every profession, nursing requires modern leadership characteristics and assertive leaders. This study demonstrates the leadership characteristics and assertiveness levels of nurses, as well as how these traits are influenced by individual and professional factors. The findings are expected to contribute to the field.