The aim of the study was to assess the relationship between the assertiveness and leadership styles among nurses' managers at Assiut University Hospitals. The study sample including all the available nurses' managers (82) currently assigned to work in different units at Assiut University Hospitals; (1) director of nursing, (3) Assistant director, (12)supervisors, and (66) head nurses. The questiorUlaire sheet consisted of three parts: The first part related to sociodemographic characteristics of the study sample (age, qualifications, position, and years of experience). The second part of the tool consisted of 34 questions that measure the assertiveness of the nurse managers. The possible responses of this part were strongly agree scored (I), agree scored (2), sometimes scored (3), disagree scored (4) , and strongly disagree scored (5). The third part of the tool consisted of 16 questions that measure the leadership style of the nurses' managers. The possible responses of this part were yes scored (I), and no scored (0). The questionnaire is divided into three parts (each part involves six questions) the first six questions detected the directive leadership style, the second six questions detected the participative leadership style, and the last six questions detected the permissiveness leadership style. The result denoted that there were no statistically significant differences between leadership styles and assertiveness among the nurses' managers. On the light of the present findings the researchers recommended the necessity of sharing of the nurses in decision - making, policy making, informing the nurse managers with description of each position, the nurses' managers must have authority commensurate with their responsibilities, and must have adequate opportunity for promotion, professional growth and inservice training opportunity about communication and leadership in nursing.

The aim of the study was to assess the relationship between the assertiveness and leadership styles among nurses' managers at Assiut University Hospitals. The study sample including all the available nurses' managers (82) currently assigned to work in different units at Assiut University Hospitals; (1) director of nursing, (3) Assistant director, (12)supervisors, and (66) head nurses. The questiorUlaire sheet consisted of three parts: The first part related to sociodemographic characteristics of the study sample (age, qualifications, position, and years of experience). The second part of the tool consisted of 34 questions that measure the assertiveness of the nurse managers. The possible responses of this part were strongly agree scored (I), agree scored (2), sometimes scored (3), disagree scored (4) , and strongly disagree scored (5). The third part of the tool consisted of 16 questions that measure the leadership style of the nurses' managers. The possible responses of this part were yes scored (I), and no scored (0). The questionnaire is divided into three parts (each part involves six questions) the first six questions detected the directive leadership style, the second six questions detected the participative leadership style, and the last six questions detected the permissiveness leadership style. The result denoted that there were no statistically significant differences between leadership styles and assertiveness among the nurses' managers. On the light of the present findings the researchers recommended the necessity of sharing of the nurses in decision - making, policy making, informing the nurse managers with description of each position, the nurses' managers must have authority commensurate with their responsibilities, and must have adequate opportunity for promotion, professional growth and inservice training opportunity about communication and leadership in nursing.

To examine the quality of our current Year IV (Nursing Administration) multidisciplinary MCQ, T&F, and matching questions and to see if there was any relationship between the item difficulty index and the item discrimination index values in these questions. Materials and Methods: MCQ, T &F, and Matching questions in the study taken from Year IV student in the nursing administration final examination were analyzed to obtain their difficulty and discrimination indices. The examination consisted of 10 true/false, 10 MCQs, and 15 Matching questions, items on topics drawn from different disciplines. The questions were first constructed and vetted by the individual departments before being submitted to a central committee, where the final selection of these questions was made, based purely on the academic judgment of the committee. Results: the students who have high grades in the MCQs, T&F, and matching questions they found no difficulty and distraction in answering these questions. The difficulty and the discriminating power were found among the MCQ questions number 2, 3, 8, 7, while it was found among the T&F questions number 8, 6, 10, 3, and in matching questions it was found among the questions number 5, 4 respectively. There was a non significant positive correlation was found between MCQ and T & F. While, there was a highly significant positive correlation was found between MCQ, and matching questions. It also observed that there is a non significant negative correlation between T &F and matching questions. Conclusions: MCQ items that demonstrate good discriminating potential tend to be moderately difficult items, and the moderately-to-very difficult items are more likely to show negative discrimination. T &F questions were the very difficult questions with discrimination power ranging from low to very high. Matching questions were the easiest and low discrimination power and less distractibility. There is a need to evaluate the effectiveness of our MCQ, T&F, and matching questions items.

To examine the quality of our current Year IV (Nursing Administration) multidisciplinary MCQ, T&F, and matching questions and to see if there was any relationship between the item difficulty index and the item discrimination index values in these questions. Materials and Methods: MCQ, T &F, and Matching questions in the study taken from Year IV student in the nursing administration final examination were analyzed to obtain their difficulty and discrimination indices. The examination consisted of 10 true/false, 10 MCQs, and 15 Matching questions, items on topics drawn from different disciplines. The questions were first constructed and vetted by the individual departments before being submitted to a central committee, where the final selection of these questions was made, based purely on the academic judgment of the committee. Results: the students who have high grades in the MCQs, T&F, and matching questions they found no difficulty and distraction in answering these questions. The difficulty and the discriminating power were found among the MCQ questions number 2, 3, 8, 7, while it was found among the T&F questions number 8, 6, 10, 3, and in matching questions it was found among the questions number 5, 4 respectively. There was a non significant positive correlation was found between MCQ and T & F. While, there was a highly significant positive correlation was found between MCQ, and matching questions. It also observed that there is a non significant negative correlation between T &F and matching questions. Conclusions: MCQ items that demonstrate good discriminating potential tend to be moderately difficult items, and the moderately-to-very difficult items are more likely to show negative discrimination. T &F questions were the very difficult questions with discrimination power ranging from low to very high. Matching questions were the easiest and low discrimination power and less distractibility. There is a need to evaluate the effectiveness of our MCQ, T&F, and matching questions items.

Building a positive work climate, where trust and participation are hallmarks, and where conflict and changes are seen as productive, can produce a dynamic and flexible organization. The aim of this study was identifying the factual organizational climate as perceived by nurses, determining the causes and effects of conflict, management strategies, positive and negative effects of conflict, and assessing the employees for the chosen strategy for conflict management. It was conducted in Assiut University Hospital using a cross-sectional design. Subjects included 195 staff nurses, 107 head nurses, and 2 assistant nursing directors, and the director of nursing services administration. Data were collected using the organizational climate questionnaire and the organizational conflict questionnaire. The results revealed that 73.4% of nurses considered organizational climate as positive. Inter-group conflict was the highest (72.8%). Almost all nurses were for confrontational resolution strategy (97.0%), while avoiding was the lowest (80.7%). Most nurses considered conflict resolution strategies effective (83.3%). Statistically significant relations were shown between inter-group conflict and nurses ' age (p=0.002), qualification (p=0.04), experience years (p=0.006), and job position (p=0.03). Positive organizational climate was associated with higher percentage of effective resolution, p

There is no doubt that every member of the society would agree that all healthcare providers in practice should be competent. For nurses to work efficiently and effectively, the areas of competency must be identified for specific roles and settings. Competencies describe the specific job requirements and job environments. They are useful for managers to select staff. Orientation of staff provides us with the assessment needs and validation of high-risk, high frequency interventions, while ongoing education and training addresses high-risk, low-frequency interventions. The present study aims to determine whether a suggested assessment system is an effective measure of clinical competency in nursing, and to investigate the views of students and instructors who are using the assessment system. The study sample consisted of all nurse students who were enrolled in the third academic year (171). The second sample consisted of 12 clinical instructors: 4 from pediatric nursing and 8 from nursing administration department. Three tools were used for collection of data: two for students, and one for clinical instructors. The assessment system was the main tool comprising competency-based performance indicators. The second and third tools were respectively students and clinical instructor's opinionnaires. Assessment of the reliability of the developed tool has shown high Cronbach's alpha coefficients. Total competency-based domain had an internal consistency of a =0.90. The findings suggest that these competence indicators are meaningful to nurse students at dif"(erent settings. Finally, the study concluded that the developed tool may provide utility to be used as a reliable and accurate measure of student nurse competence, and it can be used as a reference for teaching, maintaining, and correcting the performance of nursing students.

There is no doubt that every member of the society would agree that all healthcare providers in practice should be competent. For nurses to work efficiently and effectively, the areas of competency must be identified for specific roles and settings. Competencies describe the specific job requirements and job environments. They are useful for managers to select staff. Orientation of staff provides us with the assessment needs and validation of high-risk, high frequency interventions, while ongoing education and training addresses high-risk, low-frequency interventions. The present study aims to determine whether a suggested assessment system is an effective measure of clinical competency in nursing, and to investigate the views of students and instructors who are using the assessment system. The study sample consisted of all nurse students who were enrolled in the third academic year (171). The second sample consisted of 12 clinical instructors: 4 from pediatric nursing and 8 from nursing administration department. Three tools were used for collection of data: two for students, and one for clinical instructors. The assessment system was the main tool comprising competency-based performance indicators. The second and third tools were respectively students and clinical instructor's opinionnaires. Assessment of the reliability of the developed tool has shown high Cronbach's alpha coefficients. Total competency-based domain had an internal consistency of a =0.90. The findings suggest that these competence indicators are meaningful to nurse students at dif"(erent settings. Finally, the study concluded that the developed tool may provide utility to be used as a reliable and accurate measure of student nurse competence, and it can be used as a reference for teaching, maintaining, and correcting the performance of nursing students.

There is no doubt that every member of the society would agree that all healthcare providers in practice should be competent. For nurses to work efficiently and effectively, the areas of competency must be identified for specific roles and settings. Competencies describe the specific job requirements and job environments. They are useful for managers to select staff. Orientation of staff provides us with the assessment needs and validation of high-risk, high frequency interventions, while ongoing education and training addresses high-risk, low-frequency interventions. The present study aims to determine whether a suggested assessment system is an effective measure of clinical competency in nursing, and to investigate the views of students and instructors who are using the assessment system. The study sample consisted of all nurse students who were enrolled in the third academic year (171). The second sample consisted of 12 clinical instructors: 4 from pediatric nursing and 8 from nursing administration department. Three tools were used for collection of data: two for students, and one for clinical instructors. The assessment system was the main tool comprising competency-based performance indicators. The second and third tools were respectively students and clinical instructor's opinionnaires. Assessment of the reliability of the developed tool has shown high Cronbach's alpha coefficients. Total competency-based domain had an internal consistency of a =0.90. The findings suggest that these competence indicators are meaningful to nurse students at dif"(erent settings. Finally, the study concluded that the developed tool may provide utility to be used as a reliable and accurate measure of student nurse competence, and it can be used as a reference for teaching, maintaining, and correcting the performance of nursing students.

Job empowerment is an increasingly important element in determining employee's performance and commitment to the organization. Howe ever, little attempt was done to investigate staff nurses perceptions of job empowerment and organizational commitment. This study was conducted in an attempt to explorer the relationship between (l00) staff nurses perceived job empowerment and their commitment to the organization, based on kanter s structural theory of organizational behavior. Data were collected from Assiut health insurance hospital (EI- Mabarrah) by using; the demographic data sheet, organizational description opinionaire (ODO) organizational commitment questionnaire (OCQ) and a modified version of the condition of work effectiveness questionnaire (CWEQ). The result revealed that strong positive relation ship was found between nurses perception of access to opportunities and their commitment to the organization .in addition, overall empowerment was correlated positively with nurses perception of their immediate managers power. In accordance with authors, the results suggest that empowered individuals are more likely to delegate are more committed, and are willing to sacrifice individuals needs for the good of the organization.

Job empowerment is an increasingly important element in determining employee's performance and commitment to the organization. Howe ever, little attempt was done to investigate staff nurses perceptions of job empowerment and organizational commitment. This study was conducted in an attempt to explorer the relationship between (l00) staff nurses perceived job empowerment and their commitment to the organization, based on kanter s structural theory of organizational behavior. Data were collected from Assiut health insurance hospital (EI- Mabarrah) by using; the demographic data sheet, organizational description opinionaire (ODO) organizational commitment questionnaire (OCQ) and a modified version of the condition of work effectiveness questionnaire (CWEQ). The result revealed that strong positive relation ship was found between nurses perception of access to opportunities and their commitment to the organization .in addition, overall empowerment was correlated positively with nurses perception of their immediate managers power. In accordance with authors, the results suggest that empowered individuals are more likely to delegate are more committed, and are willing to sacrifice individuals needs for the good of the organization.