Barriers to using physical assessment skills in clinical practices among nursing students: a cross-sectional study

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Purpose To explore the barriers to physical assessment skills among nursing students at Northern Border University. Methods A descriptive cross-sectional study with a sample size of 260 participants was conducted. A self-administered online questionnaire comprising demographic data for nursing students and barriers to physical assessment skills was used. The survey used a five-point Likert scale with responses ranging from “strongly disagree” to “strongly agree” and scores from 1 to 5 points. Results Findings revealed that 68.5% were aged 20–29, 67.7% were female, and 75.8% were single. Most were in their third year (56.5%) and had a GPA above 3.5 (80.8%). Many believe physical assessment is mainly a physician’s role. The most prominent barriers reported by respondents included reliance on technology, lack of time, and ward culture. Females reported more barriers, mainly due to technology reliance and low confidence ( p < 0.05). Regular program students faced more challenges than those in bridging programs ( p < 0.05) Program type, age, and gender significantly predicted perceived barriers ( p < 0.05). Conclusion The current study findings indicate significant barriers related to gender, age, and program type, with female students reporting greater challenges. The research emphasizes the need for targeted educational interventions, such as structured simulation and clinical mentorship, to enhance nursing students’ competence in physical assessments.

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