{"title":"Exploring the Skills Prioritised in the Assessment of Students Pursuing Adult Nursing, Post-COVID: A Qualitative Analysis.","authors":"Carmel Bond, Joanna M Painter, Donna Barnett","doi":"10.1002/nop2.70236","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>To explore comments made by registered nurse practice assessors during the clinical assessment of students pursuing adult nursing.</p><p><strong>Background: </strong>Student nurses are entering a workforce that has changed professional and educational nursing practice systems due to the COVID-19 pandemic. Limited placement learning during lockdowns reduced opportunities for students to practise clinical skills in person. However, the current state of practice assessment for students pursuing adult nursing, particularly post-COVID, has yet to be explored.</p><p><strong>Design: </strong>Qualitative content analysis.</p><p><strong>Methods: </strong>Data were collected from the online assessment documentation of second-year BSc students pursuing adult nursing. A qualitative content analysis was performed to analyse comments made by qualified adult nurses who are positioned as clinical practice assessors for students pursuing adult nursing. COREQ reporting guidelines were followed.</p><p><strong>Results: </strong>Two main themes were identified: (1) task-focussed competencies and (2) relational aspects of care. Task-focussed competencies included 'technically complex physical health skills' with an emphasis on specialist clinical interventions and procedures. Relational aspects of care included values-based attributes such as compassion and empathy. However, relational aspects of care were noted less frequently. Comments related to communication skills and values-based care were less diverse than those relating to technical tasks and the language used was perfunctory.</p><p><strong>Conclusion: </strong>Adult nursing assessments emphasise technical, task-focused competencies, with less attention given to relational skills like compassion and communication. To address this gap, nursing education must better integrate relational and technical competencies, enhancing patient care and supporting nurses' mental health and wellbeing for a more holistic post-pandemic nursing practice.</p><p><strong>Implications for practice: </strong>Results suggest an increased focus on the development of relational skills is needed for students pursuing adult nursing.</p><p><strong>Patient or public contribution: </strong>No patient or public contribution.</p>","PeriodicalId":48570,"journal":{"name":"Nursing Open","volume":"12 5","pages":"e70236"},"PeriodicalIF":2.3000,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12043561/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Open","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1002/nop2.70236","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Aim: To explore comments made by registered nurse practice assessors during the clinical assessment of students pursuing adult nursing.
Background: Student nurses are entering a workforce that has changed professional and educational nursing practice systems due to the COVID-19 pandemic. Limited placement learning during lockdowns reduced opportunities for students to practise clinical skills in person. However, the current state of practice assessment for students pursuing adult nursing, particularly post-COVID, has yet to be explored.
Design: Qualitative content analysis.
Methods: Data were collected from the online assessment documentation of second-year BSc students pursuing adult nursing. A qualitative content analysis was performed to analyse comments made by qualified adult nurses who are positioned as clinical practice assessors for students pursuing adult nursing. COREQ reporting guidelines were followed.
Results: Two main themes were identified: (1) task-focussed competencies and (2) relational aspects of care. Task-focussed competencies included 'technically complex physical health skills' with an emphasis on specialist clinical interventions and procedures. Relational aspects of care included values-based attributes such as compassion and empathy. However, relational aspects of care were noted less frequently. Comments related to communication skills and values-based care were less diverse than those relating to technical tasks and the language used was perfunctory.
Conclusion: Adult nursing assessments emphasise technical, task-focused competencies, with less attention given to relational skills like compassion and communication. To address this gap, nursing education must better integrate relational and technical competencies, enhancing patient care and supporting nurses' mental health and wellbeing for a more holistic post-pandemic nursing practice.
Implications for practice: Results suggest an increased focus on the development of relational skills is needed for students pursuing adult nursing.
Patient or public contribution: No patient or public contribution.
期刊介绍：
Nursing Open is a peer reviewed open access journal that welcomes articles on all aspects of nursing and midwifery practice, research, education and policy. We aim to publish articles that contribute to the art and science of nursing and which have a positive impact on health either locally, nationally, regionally or globally
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
