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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 Summary 139 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. Summary 140 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. Summary 141 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 Summary 142 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). Summary 143 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 Summary 144 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 |