The preparedness of newly graduated registered nurses for a demanding work environment and care practices takes form during nursing education. Norwegian nursing education at one university has implemented a selection of basic physical assessment skills (B-PAS) in the nursing curriculum in order to prepare nursing students for a demanding work environment post-graduation. A mixed-method cohort design. We evaluated nursing students’ self-reported use of B-PAS during their clinical rotation using the “Survey of Examination Techniques Performed by Nurses” questionnaire (30 items). In addition, two focus group interviews elicited factors that hinder or facilitate the actual use of B-PAS during clinical rotation. We recruited students from a bachelor’s degree programme for nursing at a Norwegian university. Three hundred and sixty-three of 453 eligible nursing students in the first, second, and third year of the bachelor’s degree programme participated in the study (80%). ANOVA showed a significant progression (p < 0.016) in students’ self-reported use of B-PAS. Auscultation and percussion skills were graded below the median score of 3, which indicates that these skills were less used throughout the programme. The nursing students highlighted contextual factors for their use of B-PAS when in clinical rotation. Preceptors are important gatekeepers for successful implementation, and there is a need for close collaboration between the university and clinical practice. Despite the reduced PAS taught in the curricula, there is still a lack of application of such skills in clinical rotations. This study highlights that research should explore how different work environments influence the utilisation of learned skills, and which learning strategies are appropriate or most successful for stimulating clinical reasoning and the extensive use of physical assessment.

中文翻译：

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振兴本科护理教育中的身体评估——学习哪些技能很重要，这些技能如何在临床轮转中应用？队列研究

新毕业的注册护士为苛刻的工作环境和护理实践做好准备在护理教育中形成。挪威一所大学的护理教育在护理课程中实施了一系列基本身体评估技能 (B-PAS)，以便为护理学生毕业后的苛刻工作环境做好准备。混合方法队列设计。我们使用“护士进行的检查技术调查”问卷（30 项）评估了护理学生在临床轮转期间自我报告的 B-PAS 使用情况。此外，两个焦点小组访谈引发了阻碍或促进临床轮换期间实际使用 B-PAS 的因素。我们从挪威一所大学的护理学士学位课程中招募学生。在学士学位课程的第一年、第二年和第三年的 453 名符合条件的护理学生中，有 363 名（80%）参加了研究。ANOVA 在学生自我报告的 B-PAS 使用中显示出显着的进步 (p < 0.016)。听诊和打击乐技能的评分低于 3 分的中位数，这表明这些技能在整个课程中的使用较少。护理专业的学生强调了他们在临床轮换中使用 B-PAS 的背景因素。导师是成功实施的重要守门人，大学和临床实践之间需要密切合作。尽管课程中教授的 PAS 有所减少，但在临床轮换中仍缺乏此类技能的应用。