Author: Salma Nawaz, MScN student at the Aga Khan University's School of Nursing and Midwifery, Karachi, Pakistan. She has been employed as a pediatric nurse in the government sector under the IRMNCH program after graduating from the University of Health Sciences in Lahore. She devoted her services as a clinical instructor at Gulab Dev Hospital, Lahore. She worked as a lecturer at the Behria University School of Nursing.
Assertiveness is a style of communication that is important for the students to build their confidence level and learning. An Assertiveness training program is a designed behavior training program in which people are enabled to stand for themselves, talk for their rights, and empower themselves (Kilkus, 1993). Nursing education plays a vital role in shaping competent and confident healthcare professionals. As nursing students navigate the complex world of healthcare. it is essential to equip them with the necessary skills to communicate effectively, advocate for themselves and their patients, and thrive in their educational journey. One approach that has shown promising results is the implementation of assertiveness-based programs (Omura, Levett‐Jones, & Stone, 2019).
There are several impacts of an assertive-based program. First is effective communication which is the cornerstone of quality nursing care. By participating in assertiveness-based programs, nursing students learn how to express themselves clearly, assert their needs, and actively engage in interdisciplinary teamwork. These programs provide opportunities to practice communication techniques, such as active listening and assertive speaking, enabling students to effectively communicate with patients, colleagues, and other healthcare professionals. The second impact is self-confidence which is an integral part of self-assurance while confronting any problem in nursing practice. Assertiveness-based programs help students develop self-confidence by providing them with tools to handle difficult conversations, assert their opinions, and overcome barriers that may hinder their professional growth.
Third is advocacy as a key component of nursing practice. By incorporating assertiveness training into nursing education, students learn how to advocate for their patients' rights, safety, and well-being. They acquire the skills to question decisions, voice concerns, and actively participate in care planning and decision-making processes. Lastly, the impact of assertiveness-based programs on the learning experience of nursing students is profound. By developing assertiveness skills, students feel more engaged and empowered in their educational journey. They become active contributors to classroom discussions, ask thought-provoking questions, and share their perspectives openly.
Hence, Social Cognitive Behaviour theory provides a good framework to research this issue for nursing students. In recent times, there is an in-dire need to highlight the current issue in the Pakistani context to strengthen nursing education in Pakistan and create insight regarding the importance of assertiveness programs for nursing students.
Some suggestions are needed to promote awareness and advocacy and design an assertiveness training curriculum that aligns with the cultural context and educational needs of nursing students in Pakistan. Incorporate topics such as effective communication, self-confidence building, conflict resolution, and professional advocacy. Establish partnerships with nursing schools and universities to integrate the assertiveness program into their curricula. Conduct workshops or training sessions for nursing educators to familiarize them with the principles and techniques of assertiveness. Organize interactive and participatory workshops that allow students to practice assertiveness skills in a safe and supportive environment. Include real-life scenarios: Integrate real-life scenarios and examples relevant to the nursing profession in Pakistan. This will help students understand how assertiveness skills can be applied in their future practice, such as advocating for patient rights or effectively communicating with healthcare teams. Organize seminars, conferences, or awareness campaigns to highlight the importance of assertiveness in nursing education and practice. Engage key stakeholders, including policymakers and healthcare leaders, to advocate for the inclusion of assertiveness training as an essential component of nursing education in Pakistan.
References:
Kilkus, S. P. (1993). Assertiveness among professional nurses. Journal of Advanced Nursing, 18(8), 1324-1330.
Omura, M., Levett‐Jones, T., & Stone, T. E. (2019). Design and evaluation of an assertiveness communication training program for nursing students. Journal of clinical nursing, 28(9-10), 1990-1998.
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