Open AccessNurses' perspectives on technical skill requirements in primary and tertiary healthcare services
Author(s) -
Leonardsen AnnChatrin Linqvist,
Blågestad Ina Kristin,
Brynhildsen Siri,
Olsen Richard,
GunheimHatland Lars,
Gregersen AnneGrethe,
Kvarsnes Anne Herwander,
Hansen Wenche Charlotte,
Andreassen Hilde Marie,
Martinsen Mona,
Hansen Mette,
Hjelmeland Inger,
Grøndahl Vigdis Abrahamsen
Publication year - 2020
Publication title -
nursing open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.55
H-Index - 12
ISSN - 2054-1058
DOI - 10.1002/nop2.513
Subject(s) - curriculum , tertiary care , medical education , health care , nursing , psychology , perspective (graphical) , tertiary level , descriptive research , medicine , family medicine , pedagogy , mathematics education , artificial intelligence , computer science , economics , economic growth , statistics , mathematics
Aim To explore nurses' perspectives on technical skill requirements in primary and tertiary healthcare services and their perspectives on where students should learn these skills. Design The study was conducted in Norway and had a cross‐sectional, multicentre, descriptive design. Methods We used a questionnaire to explore registered nurses and intellectual disability nurses' perspectives on technical skill requirements and learning ( N = 437). Results All the skills included in the university college curricula were reported to be required, and most skills should from the respondents' perspective be learned in the university college. There were significant differences between registered nurses and intellectual disability nurses about their perspectives on skill learning, but no significant differences between respondents in the interface between hospital and municipality wards. Conclusions Results from this study indicate that nurses need extensive technical skills in both primary and tertiary health care. Findings also indicate a need to modify the university college curricula.