الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
SUMMARY
ssertiveness is an interpersonal behavior that promotes
equality in human relationships by assisting individuals
to express their rights, thoughts and feelings while recognizing
and respecting the others’ rights. The nurse need to be assertive
to develop professional, mindset that allows the nurse to act in
the best interests of self, patients and members of health team
by expressing honest feelings comfortably and without undue
anxiety (Thomas, 2010).
In addition, assertiveness training teaches skills which
empower student nurses to handle difficult personal, social and
professional situations in a way which does not violate their
rights. Assertiveness refers to a subcategory of social skills in
which the skills in which the emphasis is on the ability to
express both positive and negative feelings in the interpersonal
context without suffering consequent loss of social
reinforcement (Eskin, 2003).
Motivational interviewing (MI) is a directive, clientcentered counseling style for eliciting behavior change by
helping clients to explore and resolve ambivalence (Shannon et
al., 2003). Motivational interviewing is designed to establish an
A
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individual’s autonomous motivation and allows her or him to
define a personally relevant change process (Emmons &
Rollnick, 2001).
Aim of the Study:
This study aimed at evaluating the effectiveness of
motivational interviewing strategy on university nursing
students’ assertiveness.
Research Setting:
The study was conducted at the Psychiatric/ Mental Health
Nursing Department - Faculty of Nursing- Ain Shams
University.
Research Subjects:
The subjects of this study included 60 nursing students’,
the number of the reliability of this study included 30 nursing
students’ and the number of the pilot study included 6 nursing
students’ from a total number of 96 students’ nurses undergoing
Psychiatric/Mental Health Nursing course in the second
semester of the academic year 2012-/2013.
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Tools of data collection:
Tools used for data collection were the following:
1. Socio-demographic sheet
2. Assertiveness Inventory
3. Reediness to change questionnaire
1. Socio-demographic Sheet: (Appendix I)
The researcher designed this sheet to assess nursing
students’ socio-demographic characteristics. It contains the
following items: age, sex residence, family size, ranking of
order, income/person/month.
2. Assertiveness Inventory: (Appendix II)
The researcher designed the assertiveness inventory after
reviewing of the relevant related literature. It was designed to
assess level of assertiveness among nursing students’. It
contained (60) statements and grouped under (6) categories.
The first category: was regarding self-awareness
The second category: was regarding self-expression.
The third category was regarding self-esteem.
The fourth category: was regarding interactive skills.
The fifth category: was regarding professional attitudes.
The sixth category: was regarding problem solving skills.
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3. Reediness to change questionnaire: (Appendix III)
This sheet was designed by the researcher and guided by
(Rollnick et al., 1992) to measure the readiness to change as
regards level of assertiveness among nursing students’. The
researcher designed the three questionnaires as “self-awareness,
interactive skills, and problem solving skills” as regards
readiness to change. The original questionnaire was designed to
measure readiness to change problem drinking. It contained 9-
items divided into (3) subscales: Precontemplation,
Contemplation, and Action and questions according to each
questionnaire.
Results:
The main findings of this study showed that:
1. Less than three fifths of nursing students’ were in age
group 20-23 years, less than two thirds were female, while
three fifths were single, and the majority of them lived in
rural areas.
2. All the studied nursing students’ families were nuclear, and
all of them are living with both parents. According to
parental education, for less than half of them their fathers’
education was basic, while for slightly more than two
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thirds of them their mother`s education was secondary
education. According to family income, slightly less than
three fifths of them had just sufficient income.
3. There is a highly statistically significant difference
between pre-and post-intervention of total score of the
nursing students’ assertiveness behaviors (p=≤0.001).
4. There are highly statistically significant differences
between pre-and post-intervention of the nursing students’
various groups of readiness to change as regards “Selfawareness, Interactive skills, and Problem solving skills”
(p=<0.001).
5. There is a highly statistically significant difference
between pre and post –intervention of total score of the
nursing students’ readiness to change as regards “Low
Motivation, Moderate Motivation & High Motivation”
(p=≤0.001).
6. There are no statistically significant relations between
nursing students’ assertiveness as regards self-awareness
and their socio-demographic characteristics except for the
father’s education that was a statistically significant
relation (p=<0.05).
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7. There are no statistically significant relations between
nursing students’ assertiveness as regards self-expression
and their socio-demographic characteristics (p=>0.05).
8. There is a highly statistically significant relation between
nursing students’ assertiveness as regards interactive skills
and their socio-demographic characteristics in relation to
family income (p=<0.001). Meanwhile, there are
statistically significant relations between sex, and preuniversity education (p=<0.05).
9. There are statistically significant relations between nursing
students’ professional attitude and their socio-demographic
characteristics as regards sex and family income
(p=<0.05).
10. There are statistically significant relations between nursing
students’ problem solving skills and their sociodemographic characteristics as regards sex and family
income (p=<0.05).
Conclusion:
The research hypothesis and findings of the current study it
can be concluded that, the utilization of motivational
interviewing strategy has a positive effect on the university
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nursing students’ assertiveness and there is a highly statistical
significance difference between pre and post -intervention of
total score of the nursing students’ assertiveness behaviors.
Recommendations:
Based on the findings of this study, following
recommendations can be deduced:
Education:
- Incorporating the concept of assertiveness into the nursing
curricula at all levels of nursing education.
- Regular in-service training programs to be developed for
nursing students’ to consider assertiveness skills in their
performance.
Community:
- Continuous training program include students’ parents and
educators. This may render them more readiness to accept
and support the students’ assertion.
Research:
- A further research is needed to investigate the sociocultural
circumstances that may hinder or enhance the individual to
be assertive