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Abstract Assertive behavior helps to feel good about self, others and leads to the development of mutual respect with others. It increases self-esteem, helps to achieve goals, it minimizes hurting and alienating others people and reduce anxiety. Assertive behavior enables students to make decision and free choices in their life. Assertive behavior requires effective communication and a lack of assertiveness results in the diminished effectiveness of communication. Communication in nursing is an important tool for maintaining a therapeutic relationship; it is intended to benefit the patient whilst also facilitating attention to the patient’s well-being. Aim of the Work: This study aims at assessing assertive behavior among nursing students in technical health institute. Subjects and methods: Research design: Descriptive design was conducted for this study. Setting: This study was conducted in Imbaba Technical Institute of health.Sample size and characteristics The subjects of the present study included 200 nursing students from Technical health institute who agree to participate in the study in first year and second year. The time of collecting data was starting from 10 am to 12 pm at two days per week; it took about two months from the beginning of April 2015. The tools used for the study consists of:- 1- An interviewing questionnaire: The questionnaire interview was designed by the researcher based on related literature review. Three professors of Psychiatric Nursing constituted the panel of jury who revised the tool. The questionnaire contains of two parts used for data collection: Part I: Socio-demographic characteristics: This section included brief personal profile questions about the studied students as: age, sex, birth order, place of residence, monthly income, parent’s educational level, parents occupation and last year evaluation. Part II: This part includes questions to assess the students’ knowledge about assertiveness. It included definition, concepts, characteristics and benefits of assertiveness.2- Assertive Behavior Inventory Tool (ABIT) by (Gerry, 1989) was translated into Arabic by Dr. Elmolla (1991). And modified by the researcher to assess the level of assertive behavior based on relevant literature. It included 40 questions. The scale included questions related to behavior inside class between students and teacher, and questions related to behavior outside the educational environment, as life events common to the general populations. The scale included questions about: 1- Student’s assertive behavior regarding to communication. 2- Student’s assertive behavior regarding to conflict management. 3- Student’s assertive behavior regarding to self-confidence. 4- Student’s assertive behavior regarding to personal rights. The findings of the present study could be summarized as follows: The result shows that, the mean score and standard deviation for nursing students were (17.2 ± 1.9361), female nurses have higher rate of the students. Also, it was found that the highest percentage of nursing students lived in city area and first birth order. Meanwhile the highest percentage of the family number of studied nurse’s more than four members and has enough monthly income. The studied nurses had moderate knowledge about assertiveness. There was highly significance relation between sociodemographic characteristics and their knowledge about assertiveness. There was highly relation between students’ assertive behavior and their knowledge about assertiveness. The total score of students’ self-confidence, conflict resolution and identifying personal rights were moderate level. Although total score of students’ communication was low level. The total score of students’ assertiveness was moderate level. There is highly significance relation between sociodemographic characteristics with nursing students and their assertive behavior. The following recommendations inferred from the study: Introduction of specific courses aiming at enhancing the acquisition of assertiveness skills and including stress management.Nurse educators could improve student assertiveness skills simulating exercises throughout the program, and more clinical time rather than classroom learning. Role play and role model are important in facing stress and being assertiveness. Nurse educators are the leaders of the next generation of nurses, and it is vital role model that they must motivate their students to express their opinion, personal rights and also they must pay attention for students’ empowerment and enhance students’ autonomy. Conducting further research on the impact of learning styles on students’ patient communication is also recommended. |