Abstract：
BACKGROUND: The quality of nursing care in different healthcare contexts can be associated with the level of available nursing competence. Physical assessment skills are vital in nurses\' assessment of patient care needs. However, in nursing education, using physical assessment skills is challenging for nursing students who struggle to apply these skills comprehensively in a clinical rotation. Therefore, this study explores changes in nursing competence, factors associated with changes after clinical rotations, and whether a Suite of Mobile Learning Tools supports changes in confident use of basic physical assessment skills.
METHODS: A quantitative cohort study with an explorative pre-and post-test design. During autumn 2019 and spring 2020, 72 s-year nursing students and 99 third-year students participated in the study. The Nurse Professional Competence scale short form was used to investigate students\' self-reported changes in nursing competence, and a study-specific questionnaire was used to investigate students\' confidence concerning performing physical assessments. The students voluntarily used the Suite of Mobile Learning Tools for the learning of physical assessment. Linear regression analysis was used to identify factors associated with changes in nursing competence after clinical rotation. The STROBE guidelines for cohort studies were followed for study reporting.
RESULTS: After the clinical rotation, both student groups reported changes in nursing competence and confidence in performing physical assessment skills, with statistically significant moderate or large changes in all areas. The Suite of Mobile Learning Tools was evaluated as being useful for learning physical assessment. The regression analysis showed that confidence in performing physical assessment skills, the usefulness of the Suite of Mobile Learning Tools, and a higher nursing competence at the start of clinical rotation were positively associated with overall nursing competence.
CONCLUSIONS: Basic physical assessment skills are an important component of nursing competence and can be considered one of the pillars of person-centered care, as proposed by the Fundamentals of Care framework. Spaced repetition and access to digital resources are suggested pedagogical approaches to enhance student confidence in the use of assessment skills within academic and clinical contexts.
METHODS: A quantitative cohort study with an explorative pre-and post-test design. During autumn 2019 and spring 2020, 72 s-year nursing students and 99 third-year students participated in the study. The Nurse Professional Competence scale short form was used to investigate students\' self-reported changes in nursing competence, and a study-specific questionnaire was used to investigate students\' confidence concerning performing physical assessments. The students voluntarily used the Suite of Mobile Learning Tools for the learning of physical assessment. Linear regression analysis was used to identify factors associated with changes in nursing competence after clinical rotation. The STROBE guidelines for cohort studies were followed for study reporting.
RESULTS: After the clinical rotation, both student groups reported changes in nursing competence and confidence in performing physical assessment skills, with statistically significant moderate or large changes in all areas. The Suite of Mobile Learning Tools was evaluated as being useful for learning physical assessment. The regression analysis showed that confidence in performing physical assessment skills, the usefulness of the Suite of Mobile Learning Tools, and a higher nursing competence at the start of clinical rotation were positively associated with overall nursing competence.
CONCLUSIONS: Basic physical assessment skills are an important component of nursing competence and can be considered one of the pillars of person-centered care, as proposed by the Fundamentals of Care framework. Spaced repetition and access to digital resources are suggested pedagogical approaches to enhance student confidence in the use of assessment skills within academic and clinical contexts.
摘要：
背景：不同医疗保健环境中的护理质量可能与可用的护理能力水平相关。身体评估技能在护士对患者护理需求的评估中至关重要。然而,在护理教育中，对于在临床轮换中难以全面应用这些技能的护生来说，使用身体评估技能是一项挑战。因此,这项研究探讨了护理能力的变化，与临床轮换后变化相关的因素，以及一套移动学习工具是否支持对基本身体评估技能的自信使用进行更改。
方法：一项定量队列研究，采用探索性的前后测试设计。在2019年秋季和2020年春季，有72名护理专业学生和99名三年级学生参加了这项研究。护士专业能力量表简表用于调查学生自我报告的护理能力变化，并使用研究专用问卷调查学生对进行身体评估的信心。学生自愿使用移动学习工具套件来学习身体评估。线性回归分析用于确定与临床轮换后护理能力变化相关的因素。研究报告遵循STROBE队列研究指南。
结果：临床轮换后，两组学生都报告了护理能力和执行身体评估技能的信心的变化，在所有领域都有统计上显著的中等或较大的变化。移动学习工具套件被评估为对学习身体评估有用。回归分析表明，对执行身体评估技能的信心，移动学习工具套件的实用性，在临床轮换开始时，较高的护理能力与整体护理能力呈正相关。
结论：基本的身体评估技能是护理能力的重要组成部分，可以被认为是以人为本的护理的支柱之一，根据护理基础框架的建议。建议采用间隔重复和访问数字资源的教学方法，以增强学生在学术和临床环境中使用评估技能的信心。
方法：一项定量队列研究，采用探索性的前后测试设计。
结果：临床轮换后，
结论：基本的身体评估技能是护理能力的重要组成部分，可以被认为是以人为本的护理的支柱之一，
