Spotlight on noncognitive skills: Views from nursing students and educators

Nursing students’ readiness towards the ‘new normal’ in clinical practice: a distributed cognition qualitative perspective

“…Accordingly, due to the increasing complexities of clinical postings, and heightened concerns relating to TTP, students articulated a need for greater social support. The narratives surrounding a need for social support during clinical practicums were also highlighted in other studies [ 50 , 51 ]. Considering that the current generation of students potentially have underdeveloped social skills due to greater reliance on technology (e.g., using electronic devices), it is not surprising that they expressed such concerns [ 48 , 52 ].…”

“…Regarding the society-to-cell resilience theory [ 59 ], an individual may draw from similar multi-level protective factors that assist them in overcoming challenges and adversities. As students contend with the challenges of clinical practicum, it is evident that they will require some form of non-cognitive traits such as resilience to support their journey [ 51 , 60 ]. Widely reported in the literature is the role of social support in enabling nursing students to be successful in their clinical journey [ 53 , 61 , 62 ].…”

A Qualitative Study of the Nursing Student Perception of Nursing Skill: It's Like a Key to a Lock

“…The students' perceptions of nursing skills affect their learning processes. Moreover, the practices of instructors during the teaching of the skill in uence the perception and ability of students (Ang, et al, 2022;Pando, 2021). The results of this study indicated that the students stated that the course contents, the learning environment, and the hospital setting were effective in the skill-learning process.…”

“…Moreover, they stated that when the clinics in the hospital where they do their internship are suitable for the content of the course and give the students the chance to do the practices at the school, this would facilitate the learning of the students. In this sense, lling in the gap between theory and practice would accelerate and facilitate nursing students' processes of learning both psychomotor and soft skills (Ang, et al, 2022;Scully, 2021).…”

“…These studies have revealed that students' perceptions of nursing skill types focus on technical (e.g. invasive) skills rather than non-technical skills (Fukuta & Iitsuka, 2018;Nilsson & Lindstrom, 2017;Ang, et al, 2022;Scully, 2011). In this sense, learning students' perceptions about skills, the difference between soft and psychomotor skills, and the obstacles they encounter while learning skills will contribute to shaping the future nursing curriculum (Wong & Kowitlawakul, 2020).…”