A Comparative Study to Assess the Level of Assertiveness among

Nursing Students and Non-Nursing Students in Selected Colleges

of Jalandhar, Punjab 2021.

A synopsis

Submitted for partial fulfillment of the requirement for degree of

MASTER OF SCIENCE IN NURSING

Mental Health (Psychiatric) Nursing

Of

Baba Farid University of Health Sciences

Faridkot, Punjab

2020

Rekha Devi

S.G.L. Nursing College, Semi, Jalandhar

Punjab (India)
A Comparative Study to Assess the Level of Assertiveness among
Nursing Students and Non-Nursing Students in Selected Colleges
of Jalandhar, Punjab 2021.

A synopsis

Submitted for partial fulfillment of the requirement for degree of

MASTER OF SCIENCE IN NURSING

Mental Health (Psychiatric) Nursing

Of

Baba Farid University of Health Sciences

Faridkot, Punjab

2020

Rekha Devi

Name & Signature of Supervisor Name & Signature of Co-Supervisor

Ms. Chandanpreet Kaur Ms. Amritpal Kaur

M.Sc(N) Assistant Professor M.Sc(N) Associate Professor

Mental Health (Psychiatric) Nursing Community Health Nursing

S.G.L. Nursing College, Semi, Jalandhar S.G.L. Nursing College, Semi, Jalandhar

S.G.L. Nursing College, Semi, Jalandhar

Punjab (India)
 SYNOPSIS OF THE RESEARCH STUDY

STATEMENT OF PROBLEM A Comparative Study to Assess the Level of

Assertiveness among Nursing Students and
Non-Nursing Students in Selected Colleges of
Jalandhar, Punjab 2021.

SUPERVISOR Ms. Chandanpreet Kaur

M.Sc(N) Assistant Professor
Mental Health (Psychiatric) Nursing
S.G.L. Nursing College, Semi, Jalandhar

CO-SUPERVISOR Ms. Amritpal Kaur

M.Sc(N) Associate Professor
Community Health Nursing
S.G.L. Nursing College, Semi, Jalandhar

SUBMITTED BY Rekha Devi

M.Sc(N) 1st Year
Mental Health (Psychiatric) Nursing
S.G.L. Nursing College, Semi, Jalandhar

S.G.L. Nursing College, Semi, Jalandhar

Punjab (India)
 ABSTRACT OF PLAN OF THESIS

Title A Comparative Study to Assess the Level of Assertiveness

among Nursing Students and Non-Nursing Students in
Selected Colleges of Jalandhar, Punjab 2021.
For the degree of M.Sc Mental Health (Psychiatric) Nursing

Name of the candidate Ms. Rekha Devi

Supervisor Ms. Chandan Preet Kaur

M.Sc(N) Assistant Professor
Mental Health (Psychiatric) Nursing
S.G.L. Nursing College, Semi, Jalandhar
Co-supervisor Ms. Amritpal Kaur
M.Sc(N) Associate Professor
Community Health Nursing
S.G.L. Nursing College, Semi, Jalandhar
Institution S.G.L. Nursing College, Semi, Jalandhar

ABSTRACT

Assertiveness is a mode of personal behavior and communication characterized by a

willingness to stand up for ones needs and interests in an open and direct way. When an
individual stands for his or her rights without violating the rights of others he or she is being
assertive. When we adopt assertive behavior, we get more of what we want, but only when
we acknowledge and give consideration to what the others person wants or needs. Non-
Experimental Comparative Research Design will be used. Sample of 200 students i.e. 100
nursing and 100 non-nursing will be selected by using purposive sampling technique and
study will be conducted in selected colleges of Jalandhar, Punjab .Written permission will be
taken from higher authorities for conducting study after checking validity and reliability of
tool level of assertiveness among nursing and non-nursing students will be assessed and
compared. Data will be analyzed by descriptive and inferential statics. Conclusion and
discussion will be made according to the findings of the study.
BACK GROUND OF THE STUDY

INTRODUCTION

We are what we repeatedly do, do excellently then it is not an act but a habit.

Human behaviour refers to the range of behaviours exhibited by humans and which are
influenced by culture, attitudes, emotions, values, ethics, authority, rapport, hypnosis,
persuasion, coercion and or genetics. The behaviour of people falls within a range with some
behaviour being common, some unusual, some acceptable, and some outside acceptable limits.
In sociology, behaviour in general is considered as having no meaning, being not directed at
other people, and thus is the most basic human action. Behaviour in this general sense should
not be mistaken with social behaviour, which is a more advanced action, as social behaviour is
behaviour specifically directed at other people. The acceptability of behaviour is evaluated
relative to social norms and regulated by various means of social control. Behaviour is
impacted by certain traits each individual has. The traits vary from person to person and can
produce different actions or behaviour from each person. Social norms also impact behaviour.
Humans are expected to follow certain rules in society, which conditions the way people
behave.
It is found that behave properly, people would actually want to be around us because that
would make us feel comfortable and they would open up and share their thoughts and
opinions with us. It simply gets you to be a better person. 1

Human lives with the whole society with it’s different physiology and emotional features.
While people are expressing their feelings and opinions, it can be mentioned that there are
three main behaviours. If these behaviour forms are taken in hand on a right line, they can be
placed as at one point no assertiveness and at the other point aggressiveness and at middle
point assertiveness. Assertiveness is generally formed of open and direct and honest
communicating within a suitable frame.2

In short, the assertiveness is the need of self-esteem to us. When we do not know to say “no”,
to the livings which we live after our obligatory “yes” also brings about anxiety and
discomfort and regret. Happy living is to say yes and no at the correct time. 3

1
They know their rights. They have control over their anger. This does not mean that they
repress their feeling. Assertive people are willing to compromise with others, rather than
always wanting their own way and tend to have interpersonal behavior that promotes equality
in human relationships by assisting an individual to give expression to their rights, thoughts
and feelings in a manner that neither denies or demeans but recognizes and respects those of
others.4

Assertiveness is not something that is inherited. Assertiveness is a skill that anyone could
learn if they decided to, lack of assertiveness is only routed to the way of dealing with others
you got used to, this way may be letting go of your rights or fear of standing up for yourself.
Being assertive requires only thing i.e. your decision.5

According to Lazarus (1973) Assertiveness is the ability to say no, the ability to ask favor’s
and make requests, ability to express positive and negative feelings, the ability to initiate,
continue and finish a general conversation. 6

According to Peneva & Mavrodieva (2013) In late twentieth century, use of assertiveness
was more as a desirable aspect and it was used as a tool for self-development and self-
improvement. In new millennium, this quality is being increasingly recognized as a
prerequisite for employment in many professions, which are mainly related to communication.
In early twenty-first century, assertiveness has become an integral part of professional
relations in economic sphere, education, medicine and sports.7

According to Smith (1985) In order to be assertive a human being not only ought to know
one’s rights, but should be able to apply them in different situations and under different
circumstances. Moreover, assertive training and compliance with assertive rights are
important not only for the specific person (as means to realize his/her Potential), but also for
the society as a whole, as these would help to harmonize the social and labour relations. A
detailed description of a training programme for group Therapy, aiming to develop assertive
skills in the communicative sphere, has been offered by doty (1987). The necessary basic
skills for the assertive training included the habits of dating and maintaining a conversation,
skill of active listening, effectively dealing with conflict situations and ability to openly and
adequately express both feelings (both positive and negative).8

2
There are four response categories involved in assertive behaviour i.e. the ability to initiate,
continue and successfully terminate conversations, the ability to say ‘no’ the ability to make
requests or ask for favours, and the ability to express positive and negative feelings.
Researchers have identified and specified verbal behaviour that differentiate between assertive
and non-assertive persons. Assertive individuals speak more loudly and make more requests of
others than do non-assertive individuals. Assertive persons also use fewer words to get their
message across and take less time to deliver message than do non-assertive persons.
Similarly, assertive people are more likely to maintain eye contact during conversation, to
stand erect with their hands up and to match their expressions with what they are saying, than
are non-assertive people. There is spontaneity, politeness and firmness in the speech of
assertive individuals.9

Assertive, nonassertive, and aggressive behaviors in every situation, have three choices as to
be assertive, nonassertive or passive, and aggressive. Assertive behavior includes expressing
your feelings, needs, ideas, and rights in ways that do not violate the rights of others. Assertive
behavior is usually honest, direct, expressive, spontaneous, and self-enhancing. Assertive
persons make their own choices, are confident, and feel good about themselves while being
assertive and afterward.10

Nonassertive behavior sometimes called passive behavior. Characteristics of nonassertive

behavior include not expressing feelings, needs, and ideas, ignoring personal rights, and
allowing others to infringe upon them. Nonassertive behavior is usually emotionally
dishonest, indirect, inhibited, and self-denying. Nonassertive persons often let other people
choose for them and end up feeling disappointed in themselves and angry with them, at best,
they can be described as passive, at worst as a doormat. People often choose nonassertive
behavior to avoid unpleasant situations, tension, conflict, and confrontation.

Aggressive behavior characteristics express feelings, needs, and ideas at the expense of others.
Aggressive persons stand up for their rights, but ignore the rights of other, they may dominate
or humiliate other people. While this behavior is expressive, it is also defensive, hostile, and
self-defeating.10

Herzberger And Katz (1984) Identified capability of free expression of emotions, ability to
defend purposes or goals in general and specific situations as the components of assertive
behaviour. Smith (1985) characterized assertive behaviour by mutual respect, benevolent

3
perseverance and politeness. According to Graham (1991), assertiveness means taking
responsibility for life and choice and making own decisions rather than simply going along
with other people’s choices.11
According to Yong (2010) Assertive persons resist undue social influence, disregard arbitrary
authority figures and refuse to confirm to arbitrary group standards. Hasanzad eh and
Mahdinejad (2012) characterized assertiveness as speaking and acting with power, while
maintaining respect for others. Instead of passively giving up power or aggressively
demanding it, assertiveness enables youth to positively and authentically influence others not
only confined to the freedom in expression of emotions.12

Assertiveness manuals recognize that many people, when trying out assertive behave for the
first time, find that they go too far and become aggressive. Assertive people tend to have
characteristics like they feel free to express their feelings, thoughts and desires.13

Assertiveness is the most effective way of solving interpersonal problems. Direct

communication, openness and honesty allow one to receive messages without distortion,
which maintains relations with others. Assertiveness enables to withstand the stress. Those
suffering from bullying and stress need to have high level of assertiveness to resist and cope
successfully. Hence it was considered vital to increase the level of assertiveness of students.
The ability to respond assertively is especially important to students who are committed to
further development of the profession who understand and use assertiveness skills themselves
can in turn assist people who wish to effect behavioural change in an effort to increase self-
esteem and improve interpersonal relationships. 14-15

4
NEED OF THE STUDY

Assertiveness is not what you do, it's who you are!

--Shakti Gawain

Assertiveness is a form of behavior characterized by a confident declaration without need of

proof. This affirms the person’s right or point of view without aggressively threatening the
rights of others. Assertive communication involves respect for the boundaries of oneself
and others. It presumes an interest in the fulfillment of needs and wants through cooperation.
Assertiveness is an important aspect in students. Being assertive to doctors, patients and other
health workers is required to maintain professional dignity. A north european longitudinal
study has revealed that health professional’s inability to assert their own interest and to set
limit when their workload becomes difficult can eventually have a negative impact on their
health.16

According to Hoffman (1983) Assertiveness is not inborn but is a learned behaviour.

Behaving assertively can sometimes be difficult for almost anyone, and is often impossible
for some people. For this reason, assertiveness training focuses on not only talking about the
importance of assertiveness, but also on learning assertive behaviours and practicing these
behaviours with the help of professionals. Assertiveness training aims to increase the number
and the variety of situations in which assertive behaviour is possible and attempts to decrease
occasions of passive or aggressive behaviours. Assertion techniques are tools for everyday
life, enabling people to enhance their social contacts and become more effective in personal
and professional spheres.17

Alberti And Emmons (1990) Assertiveness is an important social skill which promotes
personal well-being. Most definitions of assertiveness emphasize direct expression of
feelings, desires and thoughts in interpersonal contexts assertive behavior promotes equality
in human relationships, enabling us to act in our own best interests, to stand up for ourselves
without undue anxiety, to express honest feelings comfortably, to exercise personal rights
without denying the rights of others. 18

Zimmerman And Luecke (2010) Assertiveness is a mode of personal behavior and

5
communication characterized by a willingness to stand up for one’s needs and interests in an
open and direct way. The assertive person stands up for things that matter to him or her while
at the same time respect ting the things that matter to others.18

Arrindell And Ende (1985) Assertiveness has also been defined as the process of direct and
appropriate communication of opinions witho ut punishing or putting down others. It can be
used as an instrument for initiating and maintaining socially supportive relationships and
hence enjoying better emotional wellbeing. Assertiveness was considered to be a mean of
self-development and achievement of maximum personal fulfillment and assertive skills in
various communication fields in conjunction with the increased demands on social
competence of the individual.18

Assertive behavior is a way of communication that allows people to express themselves in a

direct honest and appropriate way that do not infringe on another person’s rights. Assertive
behavior is also an important skill to help in solving problems and reducing conflicts and
stress. Communication using assertiveness helps students develop the coping skills required
for problem solving, handling conflict and confronting the unacceptable behavior of difficult
people. Assertiveness is a key attribute for students without which true autonomy,
professional status or empowerment cannot be achieved. 19

In everyday life situation and interaction, individuals develop patterns of responding to

others. Some of these patterns that have been identified include watching other people being
positively reinforced or punished for a better way to respond not developing the proper skills
for a better response and consciously choosing a response style. The four types of response
pattern are: non-assertive, assertive, aggressive, and passive-aggressive to control and deal
with our life in this present world of stress we have to act in our best interests, stand up for
ourselves without undue anxiety, express honest feelings comfortably, and exercise personal
rights without denying the rights of others and this behaviour is called as assertive behaviour.
Assertiveness is a core human behaviour and is key to interpersonal relationships. 20

Assertiveness is a personal and social character which needs to value competition, success
and progress, communicate directly and unambiguously, control over the environment,
expect subordinates to take initiative, build trust on basis of calculation. Students are the
pillars of nation and they are contributing much for social development, so each student

6
should have the tendency of assertive bahaviour to achieve more in their education and future
life with more courage and self-confident. Assertive bahaviour are different in nature such as
self-communicative, interpersonal and social assertiveness. Student stage is the period for
learning and to become meaningful human beings in the society. Assertiveness can develop
social skills as a result of personality development, so the study is needful for students. 21

An evaluative study conducted on Irish students changing level of assertiveness during their
pre-registration program. The students in this study reported an increase in levels of
assertiveness as they approached completion of their three-year education program. To
function as effective, safe practitioners, registered nurses need to be assertive, therefore
education in assertiveness should be an integral part of their preparation. 22

Asokan And Muthumanickam (2013) Acting assertively increases chances for honest
relationships, feeling better about oneself and gaining sense of control in everyday situations.
However, asserting oneself may not necessarily guarantee happiness or fair treatment.
Nonetheless, by developing an ability to express, one is able to reduce stress, increase
feelings of self-worth, improve decision-making abilities, and feel more self-confident in
relationships. Assertiveness is the ability to reveal oneself overtly, straightforwardly and
appropriately, to honour one’s own feeling and thoughts as well as oneself and to discover
one’s own abilities and limits. Assertiveness is a behaviour that in addition to person’s health
increases the possibility of gaining pleasant result. It has also been defined as way of
communicating and behaving with others that helps a person to become more confident and
aware of oneself.23

R.E. Alberti And M.L. Emmons Mentioned that assertiveness is an important behavior and
skill for each person. It helps them feel good about themselves and increases their self -
esteem. They can maintain self - respect and respect for others by treating every one equally
and with human dignity. It also helps to confront difficult situation and people. Developing
positive assertiveness can create and professional success and make things happen for each
individual.24

Asokan And Muthumanickam (2013) Examined the relationship between self-control and
assertiveness behaviour and revealed a positive and significant relationship between the two
variables. The study inferred that an increase in assertiveness among students can increase

7
their self-control. Results obtained through analysis of effect of locus of control on level of
assertiveness, revealed statistically significant influence of locus of control on assertive
behaviour of adolescents in a study done by Chibuike (2013). Eldeeb (2014), while assessing
assertiveness and stress levels among nursing students, revealed statistically significant
positive correlation between assertiveness and stress levels. 23

Student life is golden period where students learn many things which will be helpful in their
future, prepares a student for their future and help them to lead successful life. Assertiveness
promote self confidence as it helps to make better decision of one’s life and increase the
chances that we will get, what we want from life. It maximizes sense of control in one’s life
and emotion as one learns to appropriately express concerns instead of bottling up concerns.
So, assertiveness is important part for student life. Hence the researcher felt the need to assess
the level of assertiveness among college students. As by assessing the level of assertiveness
we can further evaluate if there is need to provide assertive training to college students so, the
researcher selected this topic for research study.

8
STATEMENT OF PROBLEM
A Comparative Study to Assess the Level of Assertiveness among Nursing Students and
Non-Nursing Students in Selected Colleges of Jalandhar, Punjab 2021.

AIM OF THE STUDY

To compare the level of Assertiveness among Nursing Students and Non-Nursing Students of
Selected Colleges of Jalandhar, Punjab.

OBJECTIVES
1. To assess the level of Assertiveness among nursing students of selected colleges of
Jalandhar, Punjab.
2. To assess the level of Assertiveness among non-nursing students of selected colleges
of Jalandhar, Punjab.
3. To compare level of Assertiveness among nursing students and non-nursing students
of selected colleges of Jalandhar, Punjab.
4. To find out association between the level of assertiveness among nursing students and
non-nursing students with their selected socio demographic variables.

OPERATIONAL DEFINITIONS
1. Assess: - Assess refers to the evaluation or estimation of the ability quality.
2. Assertiveness: - Assertiveness is the ability to express one’s emotions and needs
without violating the rights of others and without being aggressive.
3. Students: - In this study students refers to the B.Sc. (N) first year students and non-
nursing students studying in first year.
4. Colleges: -In this study colleges refers to nursing colleges and non-nursing colleges
of Jalandhar, Punjab.

DELIMITATIONS
The study will be limited to 200 students i.e 100 students of B.Sc(N) first year from nursing
colleges and 100 students of first year from non-nursing colleges in selected colleges of
Jalandhar, Punjab.
ASSUMPTION
Level of Assertiveness may be higher among nursing students as compare to non-nursing
students.

9
REVIEW OF LITERATURE
Review of literature is divided into two parts
1. Review of literature related to level of assertiveness among
students.
2. Review of literature related to level of assertiveness among
nursing students.
1. Review of literature related to level of assertiveness among students.

Qadir (2013) Conducted a study with an aim to study the level of assertiveness among
adolescents with reference to their gender and locality. The samples were taken from schools
in Chennai city for urban sample and schools in Cambium, Madurai District, and Tamil Nadu
for rural sample. Sample was taken by random sampling technique i.e. 50 boys and 50 girls.
Assertiveness Schedule (1967) was used to assess level of assertiveness. The result of the
study showed that there was no significant difference in assertiveness level between the
adolescents based on gender. When assertiveness was studied based on locality it was found
that the level of assertiveness in urban adolescents was higher than the rural adolescents.25

Zeki Coşkuner (2013) Conducted a study to assess the level of Assertiveness of College
Students who is doing Orienteering Sports. Convenient sampling technique is used to collect
the sample i.e.100 males and 100 females. Rathus Assertive Scale was used to assess the
level of Assertiveness. The study was showed that there were significant differences in
students involved in Orienteering Sports have higher assertiveness level and their previous
sports history also contributes in a positive way. The result revealed that the level of
assertiveness was higher in males than females. 26

Giivena (2010) Conducted a correlational study on the relationship between the level of
assertiveness and problem-solving skills among undergraduate students of different
vocational streams. Statistical techniques of T-Test, ANOVA and Pearson’s correlation
coefficient were used in the study and revealed negative significant correlation between level
of assertiveness and problem-solving scores, which implied that increase in assertiveness
levels leads to increase in problem-solving skills. The results revealed that the achievement

10
level and satisfaction from peer relationships significantly influence assertiveness levels and
problem-solving skills among the subjects.27

Orenstein And Carr (1981) Conducted a study to assess the correlation of assertiveness and
anxiety. 450 college freshmen’s level of assertiveness was measured using Rathus
Assertiveness Schedule. 86 sample were selected and assigned to 3 discrete groups-high,
average and low assertive. Results showed a significant relationship between low
assertiveness and neuroticism as measured by Maudsley Personality Inventory. Low scores
had significantly higher trait anxiety scores as measured by Spielberger’s State-Trait Anxiety
Inventory. It was concluded that, men were found to be significantly more assertive than
women and it suggested the desirability of studying sex groups separately when investigating
assertiveness.28

N.R. Prakash, And S. Nirmala Devi (2014) Conducted a study on level of assertiveness
among undergraduate students. Sample for this study consisted of 100 undergraduate students
both 50 male and female 50 from government, government aided and private colleges in and
around Chennai constitution. The tool used in this study “Assertiveness Rating Scale”. The
result revealed that the level of assertiveness among undergraduate students was moderate in
nature. This study revealed that there was significant difference in their level of Assertiveness
with respect to Gender, Stream of study, Medium of instruction, Place of living, Sibling
constellation and Type of Management. 29

Ibrahim (2015) Conducted a study on the level of assertiveness of high school seniors with
different demographic characteristics. 312 students were selected as a sample from five
different schools, by using random sampling technique. Results revealed that social activity
make students more assertive and there were significant differences on levels of assertiveness
among students studying at different schools.30

Karagozoglu (2007) Conducted a correlational study to assess the level self-esteem and
assertiveness among final year university students of Turkish university. The sample of the
study was 372 final year university students. The study was concluded by using standardized
tool for assertiveness. The results revealed that there was significant positive relation between
self- esteem and assertiveness. 31

11
Noushad And Musthafa (2008) Conducted a survey on assertiveness among 9th class and
senior secondary school students of rural and urban area. Sample of the study was 590
students. The results showed that assertiveness of secondary school students needs
improvement. The study revealed that there was Significant difference in the level of
assertiveness between rural and urban area students.32

Hollandsworth, J.G. & K.E. Wall (1977) Conducted a comparative study to assess the
level of assertiveness among male and female students. Convenient sampling technique was
used to collect the sample. The sample of the study was 702 students i.e. 294 male and 408
female students. Rathus Assertiveness Schedule (RAS) was used to assess the level of
assertiveness. The results revealed that there were significant differences in level of
assertiveness, males were found to score higher than females in certain areas, while in other
areas females tended to more assertive as compared to males.33

Indumathi K. Devibalakrishnan (2004) Conducted a study to assess the relationship

between assertiveness and group participation among 88 post graduate women students
whose age ranged from 21-23 years. The sample of the study was 88 post graduate.
women. Assertiveness was measured by using Rathus Assertiveness scale. The findings of
the study revealed that highly assertive women were more participative in group activities.34

Haladin (2013) Conducted a study to assess the level of assertiveness influence by

communicative competence among undergraduate’s students of selected public university in
Malaysia. The sample of the study was 229 undergraduate’s students. The level of
assertiveness is assessed by using Rathus Assertiveness Survey (RAS). Results revealed that
level of assertiveness was higher among undergraduate students. The study revealed that
communicative competence does not influence the level of assertiveness among
undergraduate students.35

Aghajani. M.T.T. Larijani. Baheiraei.A, Neiestanak.N.S (2010) Conducted a cross

sectional study was conducted to determine the level of assertiveness, self-confidence and
anxiety in academic performance among adolescents students. The sample of the study was
173 students. Results show that about 59.5 % of students had moderate assertiveness and
34% had self-confidence. Also, 36.4% of them had high levels of anxiety. Considering the
relation of assertiveness and anxiety, low confidence and its effects on mental health and

12
educational and occupational performance. This study revealed that the students who had
high level of assertiveness was having increased self-confidence and reduced anxiety. 36

2. Review of literature related to level of assertiveness among nursing

students.

Kilkus (1993) Conducted a study to assess the level of assertiveness among 500 registered
nurses to determine assertiveness levels in the population. It was revealed that majority of
nurses possessed assertive behaviour and believed in themselves and their abilities. The study
concluded that self-assertion generated by such beliefs will eventually lead to personal and
professional empowerment. Changing levels of assertiveness in Irish nursing students were
studied. It was found that students self-reported assertiveness levels rose as they approached
completion of their education programme. It was also suggested in the study that to function
as effective, safe practitioners, registered nurses need to be assertive and therefore education
in assertiveness should be an integral part of their preparation. 37

Ibrahim (2010) Conducted a study to assess if the level of assertiveness increased or

decreased throughout students nursing education. Sample was selected 207 nursing students.
They found that 62.5% felt assertive in the first year of nursing school and 67.2% felt
assertive in the fourth year. The results showed that the senior level students felt slightly
38
more assertive in the hospital and education setting than the sophomore level students.

Deltsidou’s (2008) Conducted a study on the level of assertiveness among nursing students
from their sophomore to senior year. The study consisted of 298 nursing, students who
participated in a questionnaire to rate level of assertiveness throughout their education. The
findings showed that the students felt more assertive in their education and in the hospital
setting as they progressed throughout the program. 39

Andreoletti (2012) Conducted a study to assess the level of assertiveness among professional
nurses at College of Nursing and Health Sciences, Winona State University, Minnesota. The
sample was composed of 500 registered nurses (64% response rate), chosen randomly from
the list of active licensees registered with the Minnesota (USA) State Board of Nursing, who
completed and returned an assertiveness questionnaire. The questionnaire consisted of the

13
Rathus Assertiveness Schedule (RAS) and a personal/professional data form. The oldest
group of nurses (60-76 years) was significantly less assertive (73.5%) than any of the
younger groups of nurses. Nurses practicing with a diploma as the highest level of education
were significantly less assertive than nurses having a baccalaureate or above. There was a
significant difference in assertiveness between groups of nurses practicing in different
clinical specialties.40

14
RESEARCH METHODOLOGY

RESEARCH APPROACH
Quantitative research approach will be used in his study.

RESEARCH DESIGN
Non-Experimental Comparative Research Design will be used.

RESEARCH SETTING
The study will be conducted in selected Nursing and non-nursing colleges of Jalandhar,
Punjab.

POPULATION
The population for this study will be B. Sc (N) nursing students and non-nursing students of
selected colleges of Jalandhar, Punjab.

TARGET POPULATION
It includes students of B.Sc. (N) first year of selected nursing colleges and first year students
of selected non- nursing colleges in selected colleges of Jalandhar, Punjab.

SAMPLE
The sample of the study will be students of B.Sc. (N) first year of selected nursing colleges
and first year students of selected non-nursing colleges of Jalandhar, Punjab.

SAMPLE SIZE
The sample size for the present study will be 200 students.

SAMPLING TECHNIQUE
Purposive sampling technique will be used to select the sample.

CRITERIA FOR SAMPLE SELECTION

15
Inclusion Criteria
1. Students who will be willing to participate in the study.
2. Students who will be present at the time of data collection.

Exclusion Criteria
1. Students who will not be studying in first year.

RESEARCH VARIABLES
Assertiveness will be research variable in this study.

SELECTION AND DEVELOPMENT OF THE TOOL

The tool will be divided into two parts.
 PART A: - Socio demographic variables.
 PART B: - Standardized tool will be used to assess the level of Assertiveness among
nursing students and non-nursing students.

VALIDITY OF THE TOOL

The tool will be validated by obtaining valuable opinion and suggestion from the experts
from various fields such as nursing, psychiatric, psychology, medical, statistics and language
experts.

RELIABILITY OF THE TOOL

Reliability will be done by using split half method Karl Pearson’s correlation coefficient.

PILOT STUDY
The study will be conducted on minimum 10% of the total sample sizes of the study to
identify the appropriateness of tool and feasibility of the study.

DATA COLLECTION PROCEDURE

Permission will be taken from Principal of S.G. L Nursing College. Data will be collected
from nursing students and non-nursing students of selected colleges of Jalandhar by taking
permission from the higher authorities. The sample will consist of 200 students i.e. 100 B.Sc
(N) first year students and 100 first year students of non-nursing of selected colleges of
Jaland har, Punjab. A written informed consent will be taken from each study subjects. The

16
data will be collected by using standardized tool for assertiveness in selected colleges of
Jalandhar, Punjab.

ETHICAL CONSIDERATIONS
 Written permission will be taken from principal of S.G.L College of Nursing, Semi,
Jalandhar.
 Ethical clearance will be taken from the ethical clearance committee of S.G.L
Colleges of Jalandhar, Punjab.
 Permission will be taken from higher authority of selected professional colleges.
 Written permission will be taken from each study subjects.
 Anonymity and confidentiality of subject will be maintained.

PLAN OF STUDY ANALYSIS

Data will be collected, organized, tabulated and analyzed by using both descriptive and
inferential statistics.

DISCUSSION: -
Discussion will be based on the statistical analysis, current trends and previously related
study.

17
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 S.G.L. NURSING COLLEGE, SEMI, JALANDHAR
ETHICAL CLEARANCE COMMITTEE

Name of candidate Ms. Rekha Devi

Department Mental Health (Psychiatric)Nursing

Topic A Comparative Study to Assess the Level of

Assertiveness among Nursing Students and Non-
Nursing Students in Selected Colleges of Jalandhar,
Punjab 2021.

Examination M.Sc Mental Health (Psychiatric)Nursing

Date of admission 26-12-19

In which ethical clearance Ethical Clearance Committee of S.G.L. Nursing
committee has the plan of thesis College and Charitable Hospital Semi, Jalandhar
presented and approved
Professor/Associate Ms. Chandanpreet Kaur
Professor/Assistant Professor/In
charge of specialty
Supervisor of the thesis Ms. Chandanpreet Kaur
Co-Supervisor of the thesis Ms. Amritpal Kaur
MEMBERS OF THE THESIS NAME AND SIGNATURE
AND ETHICAL
CLEARANCE COMMITTEE
Head of institute/college
Chairperson of thesis committee Dr. Lalita Kumari
Members of thesis committee Ms. Lakhwinder Kaur
Members of thesis committee Ms. J. Sobia
Members of thesis committee Ms. Amritpal Kaur
Members of thesis committee Ms. Jyoti
Members of thesis committee Ms. Chandanpreet Kaur