Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program

There is international concern over inadequate levels of nursing practice skill acquisition in undergraduate programs. Preparation of student nurses in nursing practice skills prior to clinical placements reduces cognitive dissonance, enhances cognitive flexibility and thus facilitates skill acquisition. This research was a contextually modified replication of the work of Alavi, Loh & Reilly (1991) in determining an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical/surgical areas in two large hospitals offering student placements were asked to rate the frequency of performance (frequently, occasionally, rarely and never) of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considered for inclusion in the undergraduate program--yielding 26 nursing practice skills. The clinicians were also asked to list their ten most important skills and the related expected level of competence for the newly registered nurse in order to aid development of a practical skills curriculum for the undergraduate nursing program at Whitireia Community Polytechnic. The research has provided an illuminating glimpse into the world of practice for a newly registered nurse. Future study of the expectations the new graduates have for themselves compared to those of the clinicians would be useful. Further exploration and dialogue between clinicians and faculty could be enhanced through consideration of faculty expectations of the newly graduated nurse and comparison of the three groups as a whole.