Too much knowledge for a nurse? Use of physical assessment by final-semester nursing students
Data(s) |
31/03/2015
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Resumo |
There is debate around the scope of physical assessment skills that should be taught in undergraduate nursing programs. Yet this debate is largely uninformed by evidence on what is learned and practiced by nursing students. This study examined the pattern and correlates of physical assessment skill utilization by 208 graduating nursing students at an Australian university, including measures of knowledge, frequency of use and perceived barriers to physical assessment skills during clinical practice. Of the 126 skills surveyed, on average only five were used every time students practiced. Core skills reflected inspection or general observation of the patient; none involved complex palpation, percussion or auscultation. Skill utilization was also shaped by specialty area. Most skills (70%) were, on average, never performed or learned and students perceived nursing physical assessment was marginalized in both university and workplace contexts. Lack of confidence was thus a significant barrier to use of skills. Based on these findings we argue that the current debate must shift to how we might best support students to integrate comprehensive physical assessment into nursing practice. |
Formato |
application/pdf |
Identificador | |
Publicador |
John Wiley & Sons, Inc |
Relação |
http://eprints.qut.edu.au/84013/1/Accepted%20version.pdf DOI:10.1111/nhs.12223 Douglas, Clint, Windsor, Carol A., & Lewis, Peter A. (2015) Too much knowledge for a nurse? Use of physical assessment by final-semester nursing students. Nursing & Health Sciences, 17(4), pp. 492-499. |
Direitos |
Copyright 2015 Wiley Publishing Asia Pty Ltd |
Fonte |
Faculty of Health; Institute of Health and Biomedical Innovation; School of Nursing |
Palavras-Chave | #111000 NURSING #130200 CURRICULUM AND PEDAGOGY #Nurse education #Nursing assessment #Nursing students #Patient assessment #Physical assessment #Physical examination #HERN |
Tipo |
Journal Article |