Non-technical Skills in Undergraduate Nursing Education: Consideration for a Training Course Development

Abstract

Until nowadays, formal training of nurses has focused predominantly on developing knowledge, clinical expertise and technical skills. These skills are necessary but not sufficient to promote and maintain high levels of patient care and safety. Therefore, although recent literature has highlighted the importance of introducing non-technical skills training and assessment within healthcare, nursing education has still to fully include these skills on the training process. International research has shown that many errors and adverse events are due to a lack of nontechnical skills rather than clinical knowledge (Dieckmann,

Integrative review of soft skills the desirable traits and skills in nursing practise

“…The recommendation to add soft skills to either the undergraduate or the postgraduate nursing programmes traversed through many authors 5,18,25,29,31,32,38 . Most of these authors recommended the integration of soft skills in both undergraduates and postgraduates due to its significance in the nursing domain.…”

“…Pires, Monteiro, Pereira, Stocker, Chaló, Melo 31 reported a significant improvement in performance, confidence, and self-efficacy of nursing students, and that soft skill was an added value, as it helped students to better adjust to the complex clinical context and ultimately contributed to the safety and well-being of patients 31 . Similarly, improving these skills is becoming a strategic priority within healthcare institutions at the international level 32 .…”

“…A number of the study findings 5,19,23,29,32 recommended the integration of soft skills into the nursing care process of undergraduate nursing curriculum as it would enhance nursing practice 18 , because formal education that an individual acquires within a certain period was reported that it strengthens the soft skills with continuous exposures 19 . Hariti, Rejeki 19 reported that nurses' soft skills were influenced by the difficulties faced during learning and these skills were improved with an increase in experiences.…”

“…Developing a tool to measure nontechnical skills, Pires, Monteiro, Pereira, Stocker, Chaló, Melo 31 reported that soft skill should be incorporated in both undergraduates and postgraduates training curricula as it will ascertain needs and improve care in healthcare contexts 31 . With regards to patient's safety soft skills were seen by undergraduates nursing students as beneficial to patient safety goals, improves clinical performance and hence a consideration on its incorporation into the curriculum ought to be prioritized 32 . links between hard and soft skills Some authors reported a link between hard and soft skills 18,28,29,31 Elmohmady, Abo Gad, Ramadan, Hamdy 18 reported a significant correlation between observed nurses' all stages of the nursing care process and all domains of soft skills, their results revealed a significant positive relation between nurses' soft skills and all nurses' characteristics data.…”

Effect of SBAR situational awareness technique as educational intervention on critical care nurse students' skills of patient safety

“…Consequently, they can plan ahead with greater knowledge to patient safety which arise the need to integrate SBAR situation awareness in their curricula. [17][18][19][20] Up to our knowledge, there are no national studies have been investigated the effect of SBAR situational awareness educational intervention on critical care nursing students' safety skills. Moreover, no study was conducted till the time of the study at the Faculty of Nursing, Alexandria University regarding this issue for the critical care nurse students.…”