Strategies Used to Teach Soft Skills in Undergraduate Nursing Education: A Scoping Review

Abstract

Introduction: The world is entering an era that necessitates the deployment of new skills, specifically soft skills. Although teaching these skills is difficult because they involve fewer measurable elements, it is essential to rethink their integration into nursing education programs through innovative learning strategies.

Aim: This scoping review aimed to map the soft skill learning strategies implemented by nursing schools to incorporate these skills into nursing programs.

Methods: Studies from 2010 to 2020 were retrieved from four major scientific databases: PUBMED, SCOPUS, SCIENCDIRECT, and WEB OF SCIENCE.

Results: Relevant to the present review were twelve studies that met the established inclusion criteria. Simulation-based learning strategies (n = 5), educational camp program on soft skills (n = 1), emotional intelligence model (n = 1), educational escape room learning strategy (n = 1), blended learning pedagogical tool (n = 1), debating as a learning strategy (n = 1), action learning (n = 1), and a course on grooming and etiquette (n = 1) were identified. Through data charting, twenty soft skills were identified. Communication, teamwork, critical thinking, confidence, and situational awareness were the top five developed by the implemented strategies.

Conclusion: Teaching soft skills through practice has been shown to be effective in nursing education. This review can serve as a guide for nurse educators to conduct targeted soft skills training. However, developing a specific, unified framework for effectively integrating soft skills is essential, with ongoing assessment to support their successful implementation.

Keywords: Higher education; Learning strategies; Soft skills; Undergraduate nurses.