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Spotlight on noncognitive skills: Views from nursing students and educators
Wei How Darryl Ang1, Han Shi Jocelyn Chew1, Khairul Dzakirin Bin Rusli1
1Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Nurse Education Today
|August 2, 2022
Summary
Nursing students and educators perceive noncognitive skills as crucial for performance. Key skills include self-management (resilience, adaptability) and social interactions (empathy, relationships).
Area of Science:
- Nursing Education
- Healthcare Professional Development
- Psychology in Healthcare
Background:
- Noncognitive skills significantly impact nursing students' clinical and academic success.
- Understanding perceptions of these skills is vital due to broad competency classifications.
Purpose of the Study:
- To investigate nursing students' and educators' perceptions of noncognitive skills.
- To identify key components of noncognitive skills in nursing education.
Main Methods:
- Descriptive qualitative study utilizing virtual semistructured interviews.
- Purposive sampling with maximum variation included 35 students and 12 educators.
- Thematic analysis was applied to transcribed interview data.
Main Results:
- Two primary themes emerged: self-management and social interactions.
- Self-management encompasses growth mindset, adaptability, resilience, and emotional regulation.
- Social interactions highlight the importance of empathy and relationship-building.
Conclusions:
- Findings support the development of noncognitive skill assessment tools for educators.
- Results provide a foundation for creating programs to enhance nursing students' noncognitive abilities.
- Hospital educators can use insights to design targeted professional development.
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