Abstract
zakhstan. Methods. In this study the leadership competency dimensions were summarized into six leadership competency domains: Setting direction, Managing services and driving results, Leading people and teams, Enhancing nursing professionalism and ethics, Communication and team collaboration skills, and Self-leadership. The questionnaire based on these competency domains was sent to respondents electronically and in paper version for the respondents to assess their own leadership competencies. Results. According to the results, all competency domains and different competency statements in the questionnaire were relevant. In all competency domains, the managers have some or good competency level. However, in enhancing nursing professionalism and ethics, the ability to apply the nursing reform in service development was seen challenging as only half of the respondents had good or excellent competency. The nursing reform described in the Comprehensive Plan of Nursing Care Development in the Republic of Kazakhstan until 2020 was not familiar to almost half of the respondents. According to the results, the educational degree in nursing required should be a higher education degree (bachelor level). Conclusions. Medical universities have an important role in enhancing nursing research, nursing profession and nursing leadership education. It is recommended that the medical universities promote and support the structural changes in healthcare organizations by competence development of chief and senior nurses
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