ArticleCureus2026
Leadership Development Among Senior Nursing Students: A Mixed-Method Study.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe 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. MATERIALS AND
methodsThis 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.
resultsTeam-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.
conclusionsSenior 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.