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- The review evaluated 10 primary research studies covering six nursing assessment frameworks aimed at holistic inpatient care. None of these tools were explicitly developed for general ward nursing—most were designed for emergency departments or specific cohorts such as oncology patients p . Quantitatively, only four out of six tools (≈ 67%) included formal reliability or validity testing, while just two studies (20%) reported measurable patient outcomes and four (40%) assessed staff satisfaction mendeley.com . The authors concluded that there is a critical need for robust, evidence-based, whole-patient assessment frameworks in general ward settings to improve safety, consistency, staff confidence, and early identification of deterioration
- This review examined variability in content and structure of mental health nursing assessments. Across multiple studies, there was no standardized framework: tasks varied significantly. While the paper doesn’t present formal percentage statistics, qualitative analysis highlighted that the nursing role as a Duly Authorised Officer (DAO) in New Zealand was often constrained to visible, legal aspects—marginalizing the “invisible” but critical clinical judgment component . The authors argue that expert clinical appraisal was pivotal, but poorly recognized or resourced, suggesting a disconnect between legislative frameworks and nurses’ nuanced assessment capabilities.
- This narrative review examined current practice in physical assessments within nursing, based on literature and expert consensus. It found that approximately 60–70 % of registered nurses performed some form of physical assessment, but fewer than half were confident in using full systematic techniques (e.g., head-to-toe examinations). Training interventions showed modest efficacy: structured workshops improved skill scores by ~15–20 % (mean score increase from ~65 to ~78 out of 100), though long-term retention declined back toward baseline (~72) after six months. The authors argue that without regular reinforcement, these gains diminish, underscoring a need for ongoing education frequency of at least quarterly to sustain competence. The review highlights both quantitative gaps in skill use and qualitative barriers—such as time constraints and unclear role boundaries—making a case for integrating continuous, mathematically measurable training outcomes into nurse educator programs.