Background Patients in specialized units are purposely maintained in a prone position to surgically access internal organs or to improve patients’ oxygenation. Cardiac arrest unpredictably might occur while patients are in a prone position. The preparedness of health care providers (HCPs) to respond to cardiopulmonary resuscitation (CPR) while patients are in a prone position (PPCPR) cannot be underestimated. Purpose This study aims to develop a tool to measure health care providers’ preparedness to perform prone position CPR, and to undertake an exploratory factor analysis. Methods A mixed-methods approach incorporating both qualitative and quantitative design is used. The PPCPR preparedness English language tool was constructed and tested for its validity and reliability, and an exploratory factor analysis was undertaken, among a convenience sample of 305 HCPs in different health care sectors in Jordan. Results The exploratory factor analysis resulted in a three-factor solution that explained 69.51% of the variance. These factors are competency and confidence, planning and training, and support and resource availability. The overall Cronbach’s alpha is 0.959 that indicates very good internal consistency. The final version of the tool consisted of 26 items that measure HCPs’ preparedness to perform PPCPR. Conclusion The final constructed PPCPR tool was found to be a valid and reliable tool. Moreover, the development of that tool represents a significant step towards improving HCPs’ preparedness to perform prone position CPR. By providing a standardized and comprehensive assessment tool, health care facilities can identify gaps in their readiness and implement targeted interventions to enhance their capabilities.

The sensitivity and complexity of healthcare sector mandate having competent leaders within nursing graduates worldwide and in Jordan as well. This study used a quantitative method to investigate the degree of leadership competencies availability among nursing graduates of Jordanian nursing colleges from clinical nursing leaders’ (CNL) perspective. The researcher developed a 40 items leadership competency questionnaire for this study that included three dimensions: “Effective communication”, “Interpersonal and team collaboration”, and “Decision-making and problem-solving”. The study sample consisted of 268 CNLs working in governmental and private hospitals in Jordan. Data were collected then analyzed through SPSS by calculating frequencies, percentages, means and standard deviation. The overall leadership competencies availability level was moderate (Mean = 3.64). However, some variation among leadership competency dimensions availability was reported. Leadership communication competency dimension received a mean score of 3.69 (SD = 0.76) indicating a high availability, and “interpersonal and team collaboration competency” dimension scored also high (Mean = 3.7 SD = 0.8). However, the decision- making and problem-solving competency availability level was moderate and had the lowest availability degree (Mean = 3.55 SD = 0.86). It was highly recommended to incorporate nursing leadership within teaching curriculum over different academic years in an incremental leadership learning goals from fundamental, then to moderate and advance levels. More connections for students with the nursing professional body outside the university may start at early academic stages, connecting them with national nursing councils, Committees, and health organizations to improve their leadership competence and make them ready for workplace when graduating.