Wong Florence Mei Fung
School of Nursing, Tung Wah College, Hong Kong SAR, China.
Nurs Rep. 2025 Apr 16;15(4):134. doi: 10.3390/nursrep15040134.
: Care plans are a critical tool in nursing education because they enhance clinical competence; however, undergraduate students often face challenges in writing them effectively, which can impact their readiness for clinical practice. While existing research predominantly focuses on care plans within specific clinical contexts, little is known about how students experience the learning process and how these experiences shape their professional development. : This study aimed to explore the experiences of undergraduate nursing students in writing care plans to understand the impact on their clinical competence and identify strategies for improvement. : A qualitative phenomenological study utilizing focus group interviews was conducted. Semi-structured interviews with open-ended questions were conducted with 15 undergraduate nursing students in six focus groups. Data were analyzed using Colaizzi's method to identify key themes. Four main themes emerged: (1) enhancement and integration of knowledge and skills, (2) initiative learning and motivation, (3) adequate support and feedback from tutors, and (4) difficulties in transitioning from classroom learning to clinical practice. The findings highlight that care plan writing enhances students' competence in patient care, with positive learning attitudes and tutor feedback playing crucial roles. However, students encounter difficulties in applying theoretical knowledge to complex clinical scenarios, particularly in prioritizing interventions and managing time effectively. Writing care plans not only fosters personal and professional development but also enhances students' clinical competence, preparing them for real-world practice. Nurse tutors are encouraged to promote consistent practice in care plan writing, provide timely feedback, and share clinical experiences to support students' learning. These findings underscore the need to reframe care plans as developmental tools rather than mere tasks for clinical transition, ultimately enhancing the quality of patient care.
护理计划是护理教育中的关键工具，因为它们能提升临床能力；然而，本科生在有效撰写护理计划时常常面临挑战，这可能会影响他们为临床实践做好准备的程度。虽然现有研究主要聚焦于特定临床背景下的护理计划，但对于学生如何体验学习过程以及这些经历如何塑造他们的专业发展却知之甚少。本研究旨在探索本科护理学生撰写护理计划的经历，以了解其对临床能力的影响，并确定改进策略。采用焦点小组访谈进行了一项定性现象学研究。对六个焦点小组中的15名本科护理学生进行了带有开放式问题的半结构化访谈。使用科莱齐法对数据进行分析以确定关键主题。出现了四个主要主题：（1）知识与技能的提升与整合，（2）主动学习与动机，（3）导师给予的充分支持与反馈，（4）从课堂学习向临床实践过渡的困难。研究结果表明，撰写护理计划可提高学生的患者护理能力，积极的学习态度和导师反馈起着关键作用。然而，学生在将理论知识应用于复杂临床场景时遇到困难，尤其是在确定干预措施的优先级和有效管理时间方面。撰写护理计划不仅促进个人和专业发展，还能提高学生的临床能力，使他们为实际临床实践做好准备。鼓励护士导师在护理计划撰写方面促进持续实践，及时提供反馈，并分享临床经验以支持学生学习。这些研究结果强调需要将护理计划重新构建为发展工具，而不仅仅是临床过渡的任务，最终提高患者护理质量。
