Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review

Azzouzi, Widad; Gantare, Abdellah

doi:10.1016/j.profnurs.2022.07.010

Cited by 31 publications

(15 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our modelling finds favourable echoes in various studies [ 14 , 15 ], especially since they include most of the certified soft skills (stress management, communication, teamwork, problem solving, and adaptation to complex situations, among others). However, our model has the merit of giving solid foundations to the different soft skills by linking them to four major dimensions.…”

Section: Discussionmentioning

confidence: 58%

Towards the Elaboration of a Non-Technical Skills Development Model for Midwives in Morocco

et al. 2022

View full text Add to dashboard Cite

This article explores the non-technical skills critical for the practice of midwives through a comparison of two maternity services in Morocco. Soft skills, or non-technical skills, present a set of metacognitive abilities, which complement hard or technical skills, in order to guarantee the safe performance of a technical activity. This exploration is based on an original methodology that triangulates observation of caring paths, qualitative interviews, and quantitative questionnaires. We identified the main soft skills mastered, those that were missing, and those to be developed, based on an observed or expressed need. The research population included 30 midwives and 70 women. The results led us to identify the most critical non-technical skills for midwifery practice at a Local Medical Centre (LMC) and a Provincial Hospital Centre (PHC) to better understand the effects of workload on the possibilities of activating non-technical skills during caring paths. Based on these results, we elaborated a model for the development and improvement of non-technical skills in midwifery.

show abstract

Section: Discussionmentioning

confidence: 58%

Towards the Elaboration of a Non-Technical Skills Development Model for Midwives in Morocco

et al. 2022

View full text Add to dashboard Cite

show abstract

“…(4,23,24,28,43) In the sample of studies analyzed here, in terms of motivation, (16,17) soft or interpersonal skills are nontechnical and do not depend on abstract reasoning. (44,45) In a simulation, they are developed through communication skills, work organization, teamwork, and critical thinking, among others, which gives the opportunity to analyze problems from multiple perspectives and positively impacts clinical reasoning and decision-making processes. (46) Soft skills involve self-awareness, decision-making and emotional management, critical and reflective thinking, empathy, problem-solving, teamwork, effective communication, self-efficacy, self-confidence, creativity, cooperation, negotiation, self-management, resilience, and respect for diversity.…”

Section: Authorshipmentioning

confidence: 99%

“…As such, in terms of health education, interprofessional work, patient safety, and a more humanized perspective as professionals and patients evolve, educational institutions have incorporated soft skills into their curricula. (44,45,47) Clinical skills and clinical judgment are a set of diverse knowledge and practices required for professional practice such as anamnesis, physical examination, diagnostic reasoning, and attitudinal skills like communication and empathy. This learned behavior integrates hard and soft skills, which enhance competence, confidence, and efficacy, and intensifies the motivation for learning.…”

Section: Authorshipmentioning

confidence: 99%

Implications of clinical simulation in motivation for learning: scoping review

Henrique-Sanches,

Cecilio-Fernandes,

Costa

et al. 2024

Einstein (São Paulo)

View full text Add to dashboard Cite

Objective: To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. Methods: The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P -undergraduate students attending Nursing or Medicine courses; C -motivation for learning, and C -skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. Results:The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Conclusion: Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

show abstract

“…Teamwork is an innovative method that was discovered to encourage high-order cognitive skills and improve soft nursing skills such as critical thinking, problem-solving, decision-making, teamwork, and communication skills development. It is crucial for every lecturer to strengthen networking and collaboration so that teamwork skills are better well-honed (Wang et al, 2022;Widad & Abdellah, 2022). Particularly during the pandemic, it is intuitive for every lecturer to improve teamwork skills as connecting networks and collaborations can only be done online.…”

Section: Teamwork Skills In Digital Learning and Competency Teaching ...mentioning

confidence: 99%

Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

Chong

Ating

Separa

et al. 2022

E-BPJ

View full text Add to dashboard Cite

This study investigated the challenges of teaching in the digital environment and identified digital competency among lecturers in higher learning institutions in the digital era. The survey was carried out from April to September 2022 with 155 valid responses among 200 lecturers, 77.5% response rate from private and public higher learning institutions from Indonesia, Malaysia, and the Philippines. PLS-SEM was used to analyse the survey results and hypothesis testing was conducted through bootstrapping. Among the seven hypotheses proposed, six were accepted and one was rejected, which was the development of digital learning resources towards competency teaching in the digital era.

show abstract

Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review

Cited by 31 publications

References 36 publications

Towards the Elaboration of a Non-Technical Skills Development Model for Midwives in Morocco

Towards the Elaboration of a Non-Technical Skills Development Model for Midwives in Morocco

Implications of clinical simulation in motivation for learning: scoping review

Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

Contact Info

Product

Resources

About