Teaching Psychomotor Skills in Undergraduate Nursing Education: An Integrative Review
Crista Reaves, Michael Martel, Kristine A. Rose
Abstract
Background: Psychomotor skills, a cognitive and fine motor process, are an essential component to undergraduate nursing education. Currently, no national guidelines exist to guide nursing programs on the best way to educate students to ensure competent and safe practice of psycho-motor skills in the clinical setting. This review sought to determine what methods of education, training, and practice of psychomotor skills enhanced psychomotor skill competency in undergraduate nursing students. Method: An integrative review was conducted to determine teaching and practice strategies to support psychomotor skill competence. Results: Four significant categories were identified and included (1) simulation; (2) technology; (3) deliberate practice; and (4) theoretical and collaborative instruction. Overall, simulation and technology were found to be the most effective in psychomotor skill competence. Conclusion: Additional research is needed to identify which teaching strategies best support nursing students' long-term knowledge acquisition and competency as they transition into professional practice. [ J Nurs Educ . 2024;63(7):421–426.]