Physical Assessment Skills: A Descriptive Study of What is Taught and What is Practiced

Secrest, Janet; Norwood, Barbara R.; Dumont, Phyllis M.

doi:10.1016/j.profnurs.2005.01.004

Cited by 62 publications

(80 citation statements)

References 3 publications

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“…It is of note that in the survey of nursing students in the United States, cardiovascular and respiratory assessments were the two most important and frequently performed skills (Barbarito, Carney, & Lynch, 1997). In one study, cardiovascular or respiratory assessment such as auscultate precordial landmarks, apical pulse, heart rhythm, rate and murmurs and breathing sounds were reported as daily or weekly utilized skills among registered nurses in the United States (Secrest, Norwood, & DuMont, 2005). Another study identified cardiovascular and respiratory assessment comprised of one third of core physical examination skills (Giddens, 2007).…”

Section: Discussionmentioning

confidence: 99%

Perceived Competency, Frequency, Training Needs in Physical Assessment among Registered Nurses

Oh¹,

Gyung²

2012

Korean J Adult Nurs

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Purpose: The purpose of this study was to identify registered nurses learning needs about physical assessment. Specifically, what are the perceived competency, frequency of skill use and the unmet training needs. Methods: The study was an exploratory survey study. The sample was 104 registered nurses. Data were collected through three instruments: The Perceived Competency in Physical Assessment Scale, the Frequency of Physical Assessment Scale, and the Training Needs of Physical Assessment Scale which incorporated 30 core Physical Assessment skills. Descriptive statistics, t-test, and Pearson's correlation coefficient were used to analyze the data. Results: Auscultation of heart and lung sounds and inspection of the spine were rated by the subjects as physical assessment skills they feel least competent and also were less frequently performed. The most competent area for physical assessment was neurological system. The respiratory and abdominal system was identified as two systems that more education would be needed. Nurses with less than one year of working experience reported needing more training. Nurses with more than five years of clinical work experience performed physical assessment more frequently than nurses with less than five year of work experience. The perceived competency was positively related to the frequency of physical assessment. Conclusion: Continuing education is necessary to further train registered nurses regarding physical assessment skills and the program needs to be focused on the area which nurses are less competent for and have high training need.

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Section: Discussionmentioning

confidence: 99%

Perceived Competency, Frequency, Training Needs in Physical Assessment among Registered Nurses

Oh¹,

Gyung²

2012

Korean J Adult Nurs

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“…Flere av de inkluderte studiene beskriver SKUV som viktig i sykepleie (6,7,(11)(12)(13)(14)(15). Fennessey og Wittmann-Price (14) begrunner viktigheten med oppøving av klinisk dømmekraft og et redskap for å treffe bedre beslutninger.…”

Section: Metodeunclassified

“…SKUV hjelper angivelig sykepleieren til å bekrefte/avkrefte hypoteser ut fra sykepleieintervjuet/helsehistorien. Sykepleiere som har tatt SKUV i bruk gir mer presise opplysninger om pasientens situasjon, er bedre til å tolke pasienttilstanden og har større forståelse for legens dokumentasjon (12)(13)(14)(15).…”

Section: Metodeunclassified

“…Inspeksjon og generell observasjon er vanligste undersøkelsesme-tode. Auskultasjon og perkusjon er mindre brukt (5,8,10,12). Hvilke ferdigheter som benyttes i praksis, er kontekstavhengig ut fra hvor sykepleieren arbeider (8,11).…”

Section: Innhold Og Kompetanseunclassified

“…Innholdet i studieplanene og undervisningen om SKUV kritiseres av flere for å ha et medisinsk perspektiv i stedet for å vaere sykepleierettet (12,14,15). Både Fennessey og WittmannPrice, Lesa og Dixon og Skillen et al (14,15,6) sier at man bør inkludere pasientens perspektiv, helsehistorien og psykososiale forhold i pasientundersøkelsen.…”

Section: Perspektiv Og Fokusunclassified

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Hva innebærer systematisk klinisk undersøkelse i sykepleie?

Breivik¹,

Tymi²

2013

Sykepleien

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Physical assessment educational programs for pharmacists and pharmacy students: A systematic review

Barry

Turgeon

Ellis

2020

J Am Coll Clin Pharm

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Introduction The scope of pharmacy practice has evolved to include physical assessment (PA) as part of the management of drug therapy. Objective To describe programs developed to teach pharmacists/pharmacy students PA and identify factors associated with improved knowledge, skill, confidence, and utilization. Methods A librarian‐assisted search was performed of MEDLINE, Embase, and Cumulative Index to Nursing and Allied Health Literature using the terms “pharmacist,” “student,” and “physical examination,” supplemented with manual reference searches. Studies published exclusively as abstracts were excluded. No language restrictions were applied. Extracted data included design, location, participants, methods of instruction, PA skills taught, assessment, utilization, and follow‐up. Results The search yielded 635 unique citations, which were independently reviewed by two authors. Twenty‐eight articles were reviewed in full and 16 were included. Most studies were conducted in the United States or Canada. Thirteen studies enrolled pharmacy students (mainly second or third year), which focused on comprehensive PA skills or blood pressure measurement. Length of instruction ranged from a single session to a full‐year course. Generally, any type of instruction improved knowledge and confidence with PA. Students preferred pharmacist instructors to other clinicians, and live subjects to simulators/manikins. Three studies evaluated courses for practicing pharmacists, which included comprehensive PA instruction and consisted of 2‐30 contact hours. Participants' confidence with performing PA improved from precourse to postcourse surveys. One study showed improved confidence with performing PA 6 months after the course, while another study showed no improvement in confidence but increased PA use at 6 months postcourse. Utilization of PA after 6 months ranged from 49% to 66%. Conclusions A variety of programs have been developed to teach PA skills to pharmacists/pharmacy students. Limited data suggest that sessions which included pharmacist instructors and live subjects to practice PA skills were preferred. Courses for practicing pharmacists improved confidence with performing PA, but persistent confidence and utilization at 6 months were variable.

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Physical Assessment Skills: A Descriptive Study of What is Taught and What is Practiced

Cited by 62 publications

References 3 publications

Perceived Competency, Frequency, Training Needs in Physical Assessment among Registered Nurses

Perceived Competency, Frequency, Training Needs in Physical Assessment among Registered Nurses

Hva innebærer systematisk klinisk undersøkelse i sykepleie?

Physical assessment educational programs for pharmacists and pharmacy students: A systematic review

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