The place of scientific knowledge in the teaching of technical skills in initial nursing training: a descriptive qualitative study

By Aurélie Demagny-Warmoes, Véronique Cabaret, Raquel Becceril-Ortega

Context: Universitarization and the nursing education reference system encourage the use of scientific knowledge and the integration of evidence into clinical practice. Students in initial training are trained in technical gestures. On what knowledge are they based?
Objective: The main objective of this study is to identify the knowledge utilised by nurses and trainers to teach technical nursing procedures.
Method: A descriptive qualitative study was carried out using semi-directed interviews with 16 participants.
Results: The teaching of nursing skills is mainly based on local or authoritative knowledge. Trainers and nurses who display scientific knowledge update their practices and education more easily. As in health care services, the lack of knowledge and training in evidence-based medicine and the use databases, as well as the lack of English language skills, are the major obstacles to teaching technical procedures based on scientific knowledge.
Discussion: The use of scientific data in the learning of technical procedures during initial training could legitimate the knowledge taught, develop the students’ critical thinking and encourage their autonomy in the face of protocol injunctions and service habits.

  • knowledge
  • evidence-based
  • nursing education
  • clinical practice
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