Abstract:
This study had two major objectives. The first was to compare, in one population, the physical assessment skills practised by nurses providing direct care to the skills that are taught in undergraduate nursing education. The second objective was to investigate barriers and enablers to the use of physical assessments in nursing practice. This study had a mixed method approach. I designed a questionnaire listing the 62 physical assessment skills taught at the nursing college, and this was completed by 98 nurses in 11 areas of the local hospital. The findings showed that, on average, 38% of the assessment skills taught were regularly practised by nurses in the same population. Seven of the assessments taught were never used by over 80% of nurses at the hospital. Six nurses were interviewed and several themes were identified, including barriers to performing assessments, perceptions of what assessments should be taught, and a need to get back to basics. The interviews revealed that nurses working in acute wards were aware they were not using enough physical assessments, but followed ward norms where assessments are not routinely practised. In conclusion, undergraduate nursing education should reduce the amount of assessments taught and clinical practice at the hospital should increase usage of the physical assessments, especially on the wards, to reduce the education-to-practice gap. It is hoped that both educators and employers will be informed by this study, with the ultimate goal of improved patient care. Keywords: physical assessment, physical assessment skills, nursing education, direct care, patient care.