Why are physical assessment skills not practiced? A systematic review with implications for nursing education

• Published in: Nurse education today 2021-04, Vol.99, p.104759-104759, Article 104759
• Main Authors: Tan, Mavis Weiting, Lim, Fui Ping, Siew, An ling, Levett-Jones, Tracy, Chua, Wei Ling, Liaw, Sok Ying
• Format: Article
• Language: English
• Subjects: Biomedical models; Clinical assessment; Clinical decision making; Clinical medicine; Clinical nursing; Clinical reasoning; Curricula; Holistic approach; Literature reviews; Medical education; Meta Analysis; Nursing; Nursing care; Nursing Education; Nursing models; Physical assessment framework; Physical assessment skills; Quality assessment; Review; Role ambiguity; Role Conflict; Systematic review; Teaching; Teaching Methods; Technology
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2021.104759

Physical assessment skills are taught in pre-registration nursing programs to equip nurses with the competencies to provide holistic nursing care. However, only a fraction of the skills they acquired during training are routinely performed in clinical practice thus highlighting a disconnect between learning and practicing. To better understand the issues surrounding the teaching and practice of physical assessment skills among nurses as described in the literature. A systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was used. A search of databases including PubMed, EMBASE, CINAHL and Scopus was conducted from January 1970 to December 2019. Two independent researchers performed the methodological quality assessment using the Joanna Briggs Institute's Critical Appraisal Checklists. Twenty-one papers, including two qualitative studies, 17 quantitative studies and two mixed methods study, were selected in this review. Data were synthesised narratively. The review identified six overarching themes: (1) role ambiguity, (2) reliance on technology, (3) collegial support and culture, (4) practice variations across specialties, (5) a lack of confidence and knowledge, and (6) over-teaching using biomedical model. This review identified the need to improve the teaching of the physical assessment skills. There is also a need to evaluate the physical assessment content taught within nursing curricula, with emphasis on depth rather than breadth of skills. The ability to interpret physical assessment observations and develop clinical judgement need to be incorporated into the curriculum. To aid in the development of an effective care plan, the physical assessment framework should move away from a biomedical framework to include nursing models such as nursing process and clinical reasoning model. This revised framework can be used in future studies in the development and testing of teaching and evaluation tools for physical assessment skills.