Why are physical assessment skills not practiced? A systematic review with implications for nursing education

Tan, Mavis Weiting; Lim, Fui Ping; Siew, An Ling; Levett‐Jones, Tracy; Chua, Wei Ling; Liaw, Sok Ying

doi:10.1016/j.nedt.2021.104759

Cited by 37 publications

(45 citation statements)

References 34 publications

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“…In contrast, when the students did not perceive a safe learning environment, they would avoid performing speci c physical assessment skills. This aligns with ndings from other studies reporting that the lack of nursing students' skills performance is related to the absence of role models and real opportunities to develop and practise skills (14,40). Indeed, support from the learning environment strongly in uences how students develop the con dence to practise skills application and play a collaborative role in patient care, rather than a passive one (14).…”

Section: Internalization Of Physical Assessment In Clinical Nursing Practicesupporting

confidence: 84%

“…The above nding contributes to a broader understanding of the literature, in which students' decreased use of physical assessment skills is often related to an over-saturated physical assessment curriculum (14). In our curriculum, we have limited the amount of assessment skills related to circulatory, respiratory, abdominal and neurological systems, which may contribute to more effective use in nursing practice.…”

Section: Internalization Of Physical Assessment In Clinical Nursing Practicementioning

confidence: 89%

“…Studies frequently report that nursing students and newly graduated nurses do not perform all of their learned physical assessment skills during clinical encounters (10)(11)(12)(13). Several factors limit their use of physical assessment skills, such as role ambiguity, reliance on technology, collegial support and culture, practice variations, lack of con dence and knowledge, and over-emphasis on the biomedical framework instead of nursing care in physical assessment curricula (14). Studies show that students report increased con dence, assertiveness and self-esteem after the implementation of pedagogical courses in education programmes that focus on physical assessment (15)(16)(17)(18).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Byermoen¹,

Eide²,

Egilsdottir³

et al. 2021

Preprint

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Background The overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments. Methods Explorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) a meaning condensation analysis of the stimulated recall interviews. Results 1) Students’ assessments shifted from a checklist approach to a symptom-based approach, and they emphasized conversation as part of their assessments. 2) Through the stimulated recall interviews, students described reasons for using physical assessments in patient encounters, how the learning environment facilitated or hindered their use of physical assessments, and their own learning strategies. Conclusions Findings contribute a novel, in-depth description of what influenced nursing students’ learning processes of using physical assessment during clinical rotation. This study reveals the importance of designing and implementing learning activities in practical and theoretical courses to support and strengthen students’ learning processes. Further, findings suggest that stimulated recall as a reflective practice should be used systematically to enhance clinical reasoning skills and thus provide deep learning. A more targeted course design for physical assessment— building on and emphasizing nursing students’ prior knowledge and competence—may lead to more confident registered nurses and promote patient safety in different health care contexts.

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Section: Internalization Of Physical Assessment In Clinical Nursing Practicesupporting

confidence: 84%

Section: Internalization Of Physical Assessment In Clinical Nursing Practicementioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Byermoen¹,

Eide²,

Egilsdottir³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…One contributory factor may be that AS clinicians deal with a more independent role in performing medical assessments than is generally common for a hospital RN. This is supported by a review identifying a lack of confidence and knowledge of physical assessments and clinical judgement among RNs, which was suggested as being related to educational preparations and low levels of practical training in a competence traditionally viewed as an expertise appertaining to physicians (Tan et al, 2021). However, the findings in the present study reveal that the specialist nursing students in ambulance care are better prepared.…”

Section: Discussionmentioning

confidence: 98%

Nurse preceptors' experience‐based strategies for supporting learning in the ambulance service—A combined focus group and dyadic interview study

Wallin

Harstäde

Bremer

et al. 2021

Journal of Advanced Nursing

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“…This is a mandatory qualification for registered nurses (Kutah, 2021). Systematic physical examination has become a "sacred cow" in nursing profession because practically it diverts the nurse's attention from the patient's experience of the disease (Tan et al, 2021). Nurses are an integral part of the multi-disciplinary health care team.…”

Section: Introductionmentioning

confidence: 99%

Knowledge, Attitude, and Practices towards Physical Assessment of Critically Ill Patients among Nurses Working in Intensive Care Unit: A Cross-Sectional Study in Lahore, Pakistan

Saghir

Hussain

Perveen

et al. 2021

IJHMNP

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Purpose: The purpose of the study to examine nurses' knowledge, attitudes, and practices towards physical assessment of critically ill patients in Tertiary Care Hospital, Lahore Pakistan. Methodology: The cross-sectional study was performed. A well-designed questionnaire was used to observe responses. Statistical Package for the Social Sciences (SPSS) version 25 was used to analyze the data. For the analysis, descriptive statistics of demographic data were used, meaning standard deviation and frequency. The Pearson correlation test was used to measure the correlation between knowledge, attitude, and practice towards physical assessment of critically ill patients. The study results display in tables and charts. Pearson correlation at p <0.05 consider as significant. Findings: The study was carried out to assess the knowledge, attitude, and practice among intensive care unit nurses towards physical assessment of critically sick patients in Tertiary Care Hospital Lahore, Pakistan. In this study, around 57.2% of nurses had good knowledge, 59.4% positive attitude, and 68.1% good practice towards critical ill patient’s physical assessment Unique contribution to theory, practice and policy: This study provide the opportunity to the nurses better to enhance their level of knowledge and skill of practice on physical assessment. Nurses, who had better knowledge and skill, should also teach their respective colleagues. Keywords: Knowledge, Attitude, Practice, Intensive Care Unit, Nurses, Physical Assessment.

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Why are physical assessment skills not practiced? A systematic review with implications for nursing education

Cited by 37 publications

References 34 publications

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Nurse preceptors' experience‐based strategies for supporting learning in the ambulance service—A combined focus group and dyadic interview study

Knowledge, Attitude, and Practices towards Physical Assessment of Critically Ill Patients among Nurses Working in Intensive Care Unit: A Cross-Sectional Study in Lahore, Pakistan

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