Limited opportunity for nursing students to perform practical nursing skills during clinical placements: a Scandinavian cross-sectional study.
Nursing students face significant limitations in opportunities to practice essential nursing skills during clinical placements, which may affect their readiness for professional practice.
Where it sits
this study against the rest of the ara 290 corpusSummary and findings
This study measured nursing students' opportunities to perform practical nursing skills during clinical placements in Denmark, Norway, and Sweden. A total of 706 nursing students participated, and the findings indicated low frequency of skills performance across various domains. The study emphasizes the disparities in practical skill opportunities available to nursing students.
Abstract
<h4>Background</h4>Practical nursing skills are complex actions performed daily in nursing practice. Structured learning and repeated practice help students develop clinical competence. Clinical placements are pivotal in learning, with factors such as educational context, preceptor availability, and time constraints shaping students' learning opportunities.<h4>Objectives</h4>To describe nursing students' opportunities to perform practical skills during clinical placements.<h4>Design and setting</h4>A quantitative cross-sectional study conducted in 2023 involved 706 nursing students from Denmark, Norway, and Sweden. Data were collected via a questionnaire and analyzed using descriptive statistics.<h4>Results</h4>Students reported substantial variations in the practical skills performed during clinical placements. Overall, the frequency of skills performance was low across all years and domains, including practical nursing skills concerning respiration, circulation, elimination, nutrition, activity, skin care, and medication. Supervision was generally available, though some skills lacked adequate preceptor involvement.<h4>Conclusions</h4>The study highlights disparities in nursing students' opportunities to practice essential skills during clinical placements. The lack of practice across a wide range of skills may compromise the quality and thoroughness of nursing education, affecting the students' professional preparedness.
Background
This paper addresses the clinical question of how nursing students acquire practical nursing skills during their clinical placements. Prior research indicates that structured learning and repeated practice are essential for developing clinical competence. Understanding the opportunities available for students to practice these skills is critical for ensuring quality nursing education and professional preparedness.
Methods
A quantitative cross-sectional study design was employed, involving 706 nursing students from Denmark, Norway, and Sweden. Data were collected via a questionnaire, and descriptive statistics were used for analysis. The study focused on the frequency of practical skills performed across various domains during clinical placements.
Results
Students reported substantial variations in the practical skills performed during clinical placements. The overall frequency of skills performance was low across all years and domains, including areas such as respiration, circulation, elimination, nutrition, activity, skin care, and medication. Specific numeric findings regarding the frequency of skills performance were not reported.
Interpretation
The findings suggest that nursing students may not be receiving adequate opportunities to practice essential skills, which could impact their professional preparedness. This study aligns with existing literature highlighting the importance of clinical placements for skill development. However, the lack of detailed numeric findings limits the ability to assess the clinical significance of the reported disparities.
Key findings
- 706 nursing students surveyed from Denmark, Norway, and Sweden.
- Overall, the frequency of skills performance was low across all years and domains.
- Supervision was generally available, though some skills lacked adequate preceptor involvement.
Limitations
- Self-reported data may introduce bias.
- Specific numeric findings on frequency of skill performance not reported.
- Cross-sectional design limits causal inferences.
- Variability in preceptor involvement not quantified.