Leadership Development Among Senior Nursing Students: A Mixed-Method Study

The development of leadership skills is an essential aspect of nursing education; however, their effective implementation and influence among senior nursing students have not been thoroughly examined. This research investigates leadership styles and the opportunities and challenges associated with leadership development.

This mixed-methods research employed a total enumerative sampling technique, a type of non-probability sampling, involving 200 of all third- and fourth-year B.Sc. Nursing students from the selected College of Nursing in Chennai. Quantitative data were gathered using the Blake and Mouton managerial grid leadership self-assessment tool, along with a Likert-scale rating to evaluate perceived opportunities and challenges in leadership development (Cronbach's α = 0.81 and 0.79, respectively). Qualitative data were collected through semi-structured interviews with 10 randomly selected participants. Statistical analysis included descriptive statistics, independent samples t-tests, and effect size calculations (Cohen's d). Qualitative data were analyzed thematically using Braun and Clarke's framework.

Team-oriented leadership was predominant (third year: 98%; fourth year: 93%). Statistically significant differences were observed between third- and fourth-year students in people-oriented (mean difference = 2.4, t = 2.51, p = 0.01, Cohen's d = 0.35), task-oriented (mean difference = 2.64, t = 2.83, p = 0.004, Cohen's d = 0.40), and global leadership scores (mean difference = 5.04, t = 2.71, p = 0.007, Cohen's d = 0.38). Fourth-year students reported greater opportunities in clinical and simulation domains, while third-years highlighted mentorship support. Challenges included workload (64%), socio-cultural barriers (62%), and limited institutional support (60%). Qualitative findings reinforced the need for practical exposure, inclusive leadership roles, and faculty mentorship.

Senior nursing students demonstrated predominantly participatory leadership styles, with significant differences across academic levels. While opportunities increased with seniority, persistent challenges limited leadership development. Structured leadership training, mentorship, and experiential learning are recommended to strengthen leadership readiness.