Table 4 Factors influencing students’ use of physical assessment

Perspectives on competent use of physical assessments in clinical rotation

Perceived usefulness of performing physical assessment

Easier to cope with critical conditions

Increased experiences that their assessments had impact

Documentation made it easier to communicate findings

Change of assessment approach

Transformation to a head-to-toe approach

Transformation to a symptom-based approach

Enhanced awareness of clinical reasoning processes

Need for continuous practice of skills

Developing understanding of appropriate situations to use physical assessments

Need to develop ability to recognize sounds

Need to develop reasoning skills

Expectation of own role

Increased attention on communication as a part of physical assessment

Enhanced application of conversation as part of the assessment

Enhanced effort to practice on own communication skills

Ways of learning physical assessment skills in clinical rotation

Repetition of physical assessment skills appliance

Active choice

Stamina

Defers physical assessment appliance

Key qualities of the learning environment

A safe and reflecting learning space

Engaged preceptors

Safe to wear and use the stethoscope

Missed opportunities

Interprofessional collaboration

Collaboration with preceptors

Expectation to perform physical assessments

Collaboration with physicians

Peer collaboration