ArticleNursing open2025
Exploring the Skills Prioritised in the Assessment of Students Pursuing Adult Nursing, Post-COVID: A Qualitative Analysis.
Article in Nursing open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- How Does Artificial Intelligence Align With Person-Centred Principles in Mental Health Nursing? A Scoping Review.International journal of mental health nursing · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo explore comments made by registered nurse practice assessors during the clinical assessment of students pursuing adult nursing.
backgroundStudent nurses are entering a workforce that has changed professional and educational nursing practice systems due to the COVID-19 pandemic. Limited placement learning during lockdowns reduced opportunities for students to practise clinical skills in person. However, the current state of practice assessment for students pursuing adult nursing, particularly post-COVID, has yet to be explored.
designQualitative content analysis.
methodsData were collected from the online assessment documentation of second-year BSc students pursuing adult nursing. A qualitative content analysis was performed to analyse comments made by qualified adult nurses who are positioned as clinical practice assessors for students pursuing adult nursing. COREQ reporting guidelines were followed.
resultsTwo main themes were identified: (1) task-focussed competencies and (2) relational aspects of care. Task-focussed competencies included 'technically complex physical health skills' with an emphasis on specialist clinical interventions and procedures. Relational aspects of care included values-based attributes such as compassion and empathy. However, relational aspects of care were noted less frequently. Comments related to communication skills and values-based care were less diverse than those relating to technical tasks and the language used was perfunctory.
conclusionAdult nursing assessments emphasise technical, task-focused competencies, with less attention given to relational skills like compassion and communication. To address this gap, nursing education must better integrate relational and technical competencies, enhancing patient care and supporting nurses' mental health and wellbeing for a more holistic post-pandemic nursing practice. IMPLICATIONS FOR PRACTICE: Results suggest an increased focus on the development of relational skills is needed for students pursuing adult nursing. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.
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Registered trials
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