Actionable companion · Leadership practice and organizational learning
From leadership research to district action: Nurse Leaders’ Assertiveness as Perceived by Staff Nurses and Its Influence on Their Job Performance in Al‐Qassim Region Hospitals
AI-assisted editorial implementation guide. Proposed district actions are separate from the original authors’ findings and recommendations. Independent peer review of this guide is not asserted.
Evidence and transfer
Education-related source: verify which participants, institutions and outcomes were actually studied before district adoption. Source publication type: research-article. License and identity checks do not establish study quality or causality.
Original authors’ abstract, reproduced under the source license:
Abstract Background Assertiveness is recognized as a crucial leadership competency in nursing, linked to efficient communication, decision‐making, and patient safety. Previous studies have investigated assertiveness in nursing; however, there is a paucity of research on the impact of nurse leaders’ assertiveness on staff job performance, especially within the Saudi context, where healthcare reforms under Vision 2030 prioritize workforce leadership and development. Aim The objective of this study was to evaluate the assertiveness of nurse leaders and investigate its correlation with the job performance of staff nurses in hospitals located in the Al‐Qassim region of Saudi Arabia. Methodology The study utilized a cross‐sectional quantitative design. A total of 406 nurses from 17 hospitals were selected through convenience sampling for participation. Data were gathered utilizing two validated instruments: the Functional Assertiveness Scale (FAS) and the Job Performance Scale (JPS). Reliability was established, with FAS α = 0.962 and JPS α = 0.988. The analysis of the data used SPSS v26 to run descriptive statistics, t‐tests, ANOVA, Pearson correlations, and regression. It also gave effect sizes and confidence intervals. Results The findings reveal that nurse leaders demonstrated a considerable degree of assertiveness (M = 4.43, SD = 0.81), while staff nurses indicated a significant level of job performance (M = 4.68, SD = 0.70). A notable positive correlation exists between assertiveness and job performance (p < 0.001). Both objective effectiveness and pragmatic politeness, as subdimensions of assertiveness, independently predicted job performance. Assertiveness and performance exhibited significant variation across demographic characteristics such as gender, nationality, and education. Conclusion The assertiveness of nurse leaders has a significant impact on the job performance of staff, underscoring its relevance as both a theoretical concept and a practical skill. Keywords: assertiveness, job performance, nurses, Saudi Arabia
Study methods
This study utilized a cross‐sectional quantitative design, employing a self‐administered survey to evaluate the assertiveness of nurse leaders and its correlation with the job performance of staff nurses. A cross‐sectional design was selected because it enables researchers to measure both variables at a single point in time across a large sample, allowing for the examination of associations and group differences efficiently [23]. This design is particularly appropriate for workforce studies in healthcare, where timely assessments are necessary to inform leadership development, staffing policies, and organizational performance initiatives.
Limitations
No passage was selected automatically. Inspect the complete source before adopting a practice.
A 90-day district inquiry
- Days 1–15 · Appraise. Read the source methods, recruitment, comparator, outcomes and limitations. Record how the study setting differs from your district and which claim the design can support.
- Days 16–30 · Design. Choose one recurring leadership practice described in the source. Map its participants, incentives and constraints to a district setting, then design a small reversible staff pilot with an accountable owner. Agree participation, privacy protections, baseline and stopping rules before starting.
- Days 31–60 · Observe. Collect the pre-agreed measures, keep a log of implementation changes and invite confidential voluntary feedback. Preserve existing support for staff and learners.
- Days 61–90 · Decide. Record implementation fidelity, staff review time, task quality and unintended burdens against a baseline. Use a comparison team where feasible and document alternative explanations before expanding. Make a dated decision to stop, revise or extend the inquiry.
Board decision brief
Present the local problem, source setting, evidence limits, intervention, responsible owner, total cost, measured changes and uncertainty. Separate staff perceptions, implementation measures and student learning outcomes.
Attribution and reuse
Ahmed Ibrahim Alshudukhi; Ahmed Mansour Almansour. Nurse Leaders’ Assertiveness as Perceived by Staff Nurses and Its Influence on Their Job Performance in Al‐Qassim Region Hospitals. Journal of Nursing Management (2026-01-01). https://doi.org/10.1155/jonm/9438410
Prepared 2026-11-07. Source authorship and DOI are preserved. The abstract and source passages are attributed extracts; this editorial guide is offered under the same CC BY 4.0 license.