Evaluating fundamental care knowledge to inform educational leadership

Area of Science:

• Nursing Education
• Healthcare Practice

Background:

• Fundamental care is essential in nursing practice.
• Understanding of fundamental care concepts varies among undergraduate nursing students.

Purpose of the Study:

• To explore undergraduate nursing students' comprehension of fundamental care.
• To identify educational leadership opportunities for enhancing students' understanding of fundamental care concepts.

Main Methods:

• A sequential-explanatory mixed methods study was conducted.
• Data collection involved a cross-sectional survey (n=202) and focus groups (n=24).
• Survey data were analyzed using descriptive and inferential statistics; focus group data underwent thematic analysis.

Main Results:

• First-year students demonstrated significantly lower ability in identifying fundamental care needs compared to other year levels.
• Post-degree students scored higher than direct entry or transfer students; younger students (≤19 years) scored lower than older students (≥25 years).
• Students often struggled to define fundamental care but identified diverse learning methods; challenges were noted in acute and virtual settings.

Conclusions:

• A consistent definition and description of fundamental care are needed across faculty, students, and curriculum documents.
• Educators should share real-world stories, facilitate student experiences, create innovative learning opportunities, and foster reflection.
• Educational leaders can adapt curricula to support fundamental care skill development across various settings.