Bridging Knowledge Gaps in Skin Tear Management: Educational Needs of Senior Nursing Students in a Multicenter Study

Maintaining skin integrity is a critical nursing responsibility, yet skin tears remain one of the most underrecognized wounds in clinical practice. This study aimed to assess senior nursing students' knowledge regarding skin tears and to identify educational and experiential factors influencing their competence and perceived preparedness.

This multicenter cross-sectional descriptive design study was conducted with 610 senior nursing students from 4 universities. Data were collected using the Student Information Form and a validated version of the Skin Tear Knowledge Assessment Instrument. Descriptive and inferential statistics examined associations between knowledge scores and demographic or educational characteristics.

Students demonstrated a moderate overall level of knowledge regarding skin tears (mean score = 8.62 ± 2.74; standardized = 50.7%). The highest scores were observed in classification and observation, and the lowest in treatment and etiology. Female students, those who had taken elective wound care courses, and those with clinical exposure to skin tear cases scored significantly higher (P < .05). Only 7% of students considered their knowledge sufficient, whereas 81% expressed a desire for further training.

Senior nursing students demonstrated significant gaps in their understanding of skin tear etiology, prevention, and treatment, highlighting unmet educational needs in undergraduate nursing programs. Addressing these gaps through structured, competency-based strategies-such as simulation-based wound care training, International Skin Tear Advisory Panel-guided instruction, and supervised clinical experiences-may improve students' clinical reasoning and readiness for evidence-based practice. Strengthening educational exposure to skin tear management has the potential to enhance early recognition and prevention in clinical settings, ultimately contributing to improved patient outcomes.