Background
Physical assessment contribute nursing students competence to identify patients need for help earlier, articulate clinical reasoning, prevent and give early intervention before the patients’ health situation develops and aggravate and contribute to patient safety. It is important to ensure that teaching and learning models in physical assessment skills are appropriate in an undergraduate nursing curriculum throughout the education. Nursing students are dependent on preceptors to help them find good and appropriate learning situations related to ordinary nursing tasks, articulate clinical reasoning, and skills related to physical assessment when in clinical rotation.
Aim
The aim of this study will be to explore how the educational unit and learning environment influence nursing students’ use of physical assessment in clinical rotation and transformation into clinical competence and clinical judgment and further ensure patient safety.
Method
A person-centred and student-centred collaborative research design will be used. A triangulation of qualitative approach, with participatory observations, interviews and document analysis will be conducted.