Physical assessment skills taught in nursing curricula: a scoping review

Abstract

Objective: This scoping review sought to establish the current state of knowledge regarding physical assessment skills taught globally in undergraduate nursing curricula. Explicitly, the review aimed to determine which skills are being taught via curricula and which skills are performed by students in clinical placements, as well as what physical assessment skills are being used by registered nurses in practice. Introduction: Nursing programs are expected to teach the physical assessment skills required for entry-level registered nurses to practice competently. The discrepancy lies in determining which skills are essential to teach entry-level nurses and which are unessential. Inclusion criteria: Studies that examined physical assessment skills taught to students in any undergraduate registered nursing program or used by registered nurses in practice were considered. Physical assessments included all techniques or skills taught in any year of a university or college teaching global registered nursing curricula. Methods: Databases searched included MEDLINE (Ovid), CINAHL Complete (EBSCO), Scopus, and Cochrane Central Register of Controlled Trials (Ovid). Sources of unpublished studies included ProQuest Dissertations and Theses Global, OpenGrey, Open Access Theses and Dissertations, and Google Scholar. Studies published in English between January 2008 and November 2019 were included. Two independent reviewers screened titles and abstracts. Studies meeting the inclusion criteria were imported into the Covidence systematic review manager. Extracted data were presented in a descriptive format, including characteristics of included studies and relevant key findings. Results: Thirteen records were extracted for synthesis: one integrated review, one author reflection, one mixed methods study, and 10 quantitative studies. The sources represented a global context: the United States, New Zealand, Turkey, Australia, Norway, Korea, Italy, and one of unknown origin. Three studies examined physical assessment skills routinely taught in global nursing curricula. Three studies explored physical assessment skills routinely used by students during nursing programs. Seven studies examined which physical assessment skills were routinely performed by registered nurses in practice. In the studies, there were 98 to 122 physical assessment skills taught in global nursing programs. However, only 33 skills were routinely taught in curricula, and of those, only 20 were the same across all studies (core skills). Students in nursing programs routinely performed 30 physical assessment skills, and six of the 30 skills were the same across all studies (core skills). Of the six core skills routinely performed by students, five were also routinely taught in nursing curricula in the included studies. Registered nurses routinely performed 39 physical assessment skills, and 11 skills were the same across all studies (core skills). Ten of the physical assessment skills taught in curricula were routinely performed by registered nurses in practice. Conclusion: This scoping review provides insight into physical assessment skills taught in nursing curricula and used by registered nurses in practice. This knowledge is essential for curriculum revisions and planning as it provides insight on how to best meet the needs of future nursing students.

Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study

“…Therefore, TBL, with its method of repeatedly learning core concepts, is considered to induce the concentration of the students to increase the efficiency in learning. As nursing education focuses on the interpretation of significantly abnormal clinical findings rather than normal examination findings [2], applying TBL to identify, analyze, and solve the significant problem based on clinical reasoning will serve as an effective pedagogical strategy to apply practical health assessment skills and interpret the findings.…”

“…Health assessment is a core subject in the curriculum that serves as a basis for evidenceinformed care in studies related to nursing and healthcare [2,19]. Therefore, it is meaningful for the students in the healthcare field to experience TBL to learn and practice roles in collaboration and develop team dynamics.…”

“…Students' adequate understanding of prerequisite subjects such as anatomy, physiology, and pathology is required for its application in a health assessment subject, as they learn about normal and abnormal health status. As a health assessment subject in the Korean nursing curriculum combines knowledge and practice and is usually run as a 2-credit course, the subject contains enormous content to be learned within a few hours allocated, causing further difficulties for students [2,3].…”

Use of Physical Assessment Knowledge Skills and Educational Requirement Levels of Emergency Nurses: A Quantitative Study

“…[9] However, studies show that there are some barriers in using physical assessment skills of nurses. These barriers are lack of knowledge, lack of trust [10], the belief that the nurse has no role [11] [12]13], lack of physical environment and resources [14], time limitations [12] [15], and lack of support from colleagues/trainers in performing the physical assessment. [13] [15] Studies on the use of physical assessment skills by nurses in the clinical setting show that nurses do not use these skills at the desired level.…”

“…[13] [15] Studies on the use of physical assessment skills by nurses in the clinical setting show that nurses do not use these skills at the desired level. [10][15] [16] It is stated that nurses have low competency and need training in assessment methods that require special knowledge and skills such as auscultation of heart and lung sounds, deep palpation and percussion [4] [12]. It is seen that most of the routinely applied skills are vital signs, skin assessment and neurological assessment.…”