{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,11]],"date-time":"2026-06-11T15:54:05Z","timestamp":1781193245294,"version":"3.54.1"},"reference-count":52,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2025,4,30]],"date-time":"2025-04-30T00:00:00Z","timestamp":1745971200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Open"],"published-print":{"date-parts":[[2025,5]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Aim<\/jats:title><jats:p>To explore comments made by registered nurse practice assessors during the clinical assessment of students pursuing adult nursing.<\/jats:p><\/jats:sec><jats:sec><jats:title>Background<\/jats:title><jats:p>Student nurses are entering a workforce that has changed professional and educational nursing practice systems due to the COVID\u201019 pandemic. Limited placement learning during lockdowns reduced opportunities for students to practise clinical skills in person. However, the current state of practice assessment for students pursuing adult nursing, particularly post\u2010COVID, has yet to be explored.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>Qualitative content analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Data were collected from the online assessment documentation of second\u2010year BSc students pursuing adult nursing. A qualitative content analysis was performed to analyse comments made by qualified adult nurses who are positioned as clinical practice assessors for students pursuing adult nursing. COREQ reporting guidelines were followed.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Two main themes were identified: (1) task\u2010focussed competencies and (2) relational aspects of care. Task\u2010focussed competencies included \u2018technically complex physical health skills\u2019 with an emphasis on specialist clinical interventions and procedures. Relational aspects of care included values\u2010based attributes such as compassion and empathy. However, relational aspects of care were noted less frequently. Comments related to communication skills and values\u2010based care were less diverse than those relating to technical tasks and the language used was perfunctory.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Adult nursing assessments emphasise technical, task\u2010focused competencies, with less attention given to relational skills like compassion and communication. To address this gap, nursing education must better integrate relational and technical competencies, enhancing patient care and supporting nurses' mental health and wellbeing for a more holistic post\u2010pandemic nursing practice.<\/jats:p><\/jats:sec><jats:sec><jats:title>Implications for Practice<\/jats:title><jats:p>Results suggest an increased focus on the development of relational skills is needed for students pursuing adult nursing.<\/jats:p><\/jats:sec><jats:sec><jats:title>Patient or Public Contribution<\/jats:title><jats:p>No patient or public contribution.<\/jats:p><\/jats:sec>","DOI":"10.1002\/nop2.70236","type":"journal-article","created":{"date-parts":[[2025,5,1]],"date-time":"2025-05-01T00:59:01Z","timestamp":1746061141000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Exploring the Skills Prioritised in the Assessment of Students Pursuing Adult Nursing, Post\u2010COVID: A Qualitative Analysis"],"prefix":"10.1002","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9945-8577","authenticated-orcid":false,"given":"Carmel","family":"Bond","sequence":"first","affiliation":[{"name":"Department of Nursing and Midwifery, College of Health Wellbeing and Life Sciences Sheffield Hallam University  Sheffield UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Joanna M.","family":"Painter","sequence":"additional","affiliation":[{"name":"Department of Nursing and Midwifery, College of Health Wellbeing and Life Sciences Sheffield Hallam University  Sheffield UK"},{"name":"Rotherham Doncaster and South Humber NHS Trust  Doncaster UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Donna","family":"Barnett","sequence":"additional","affiliation":[{"name":"Department of Nursing and Midwifery, College of Health Wellbeing and Life Sciences Sheffield Hallam University  Sheffield UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,4,30]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010021\u201003073\u20100"},{"issue":"1","key":"e_1_2_11_3_1","first-page":"219","article-title":"Inductive and Deductive: Ambiguous Labels in Qualitative Content Analysis","volume":"23","author":"Armat M. 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