Mentorship Quality and Leadership Development in Saudi Nursing Education: A Cross-Sectional Analysis

Background: The healthcare industry demands nurses with both clinical proficiency and leadership skills. However, formal leadership training remains limited among undergraduate nursing students, underscoring the need for clinical mentorship to support leadership development. Purpose: This study investigated the association between clinical mentorship quality and leadership competencies among undergraduate nursing students enrolled at a public university in northern Saudi Arabia. Methods: Data were collected using a cross-sectional design from 224 nursing students through a self-administered online survey, which comprised three sections: demographic information, students' perceptions of clinical mentorship quality, and a standardized assessment of leadership competencies. Results: Students reported positive perceptions of their leadership competencies, with an average score of 2.82. A strong positive correlation was observed between mentorship quality and leadership competencies, particularly in strategic thinking, emotional intelligence, influence, and teamwork. Differences were observed based on sex and academic performance, with female students and those with higher GPAs exhibiting stronger leadership competencies. Regression analysis revealed mentorship quality (β = 0.642, p < 0.001) and academic performance (β = 0.131, p = 0.013) as significant predictors of leadership competencies, while gender and academic year were not statistically significant. Conclusions: High-quality clinical mentorship substantially contributes to the development of leadership competencies among nursing students, with academic performance providing additional support. Integrating structured mentorship programs into nursing curricula may enhance preparedness for leadership roles within healthcare settings.