Soft Skills Teaching by Top-Ranked U.S. Nursing Faculty
Bibliographic Data
| ID | 21455913 |
|---|---|
| Authors | Stephen Bajjaly (0000-0001-5419-9316), Stephen T Bajjaly, Laura Saunders (0000-0001-5936-0498) |
| Year | 2021 |
| Volume | 60 |
| Issue | 8 |
| Pages | 437-443 |
| Publication date | 2021-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Nursing Education (JOURNAL) |
| Journal identifiers | ISSN: 0148-4834 • E-ISSN: 1938-2421 |
| Publisher | SLACK, Inc (PUBLISHER) |
| DOI | 10.3928/01484834-20210722-04 |
| PMID | 34346814 |
| OpenAlex | W3189442175 |
| Language | EN |
| Citations received | 3 |
| References cited | 39 |
Background: Although prior studies demonstrate that “soft skills” are necessary for workplace success, few consider the emphasis faculty place on teaching soft skills. This study reports how top-ranked U.S. nursing faculty prepare students for success by incorporating soft skills training into their courses. Method: Data were collected with an online survey distributed in spring 2020 to approximately 2,000 faculty at 25 top-ranked nursing schools. Responses were solicited from those who have taught bachelor's and master's students within the past 2 years. Of 165 respondents who started the survey, 144 finished (7%). Results: Most nursing faculty view soft skills as important and feel at least some responsibility for teaching those skills. Conclusion: This study indicates that a majority of faculty are teaching a range of soft skills and that when they teach those skills, they are also likely to provide students with feedback. [ J Nurs Educ . 2021;60(8):437–443.]
Bachelor · Medical education · Soft skills · Higher Education and Employability · Medicine · Nursing · Nursing education and management · Psychology · Simulation-Based Education in Healthcare
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |