Issues in Nurses' Practical Skill Development in the Clinical Setting

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Abstract
Generally, it is assumed that nurses are reasonably skilled in the performance of practical nursing actions by the end of their first year of practice. This article contests this assumption based on empirical data from a longitudinal study of newly graduated nurses. Three issues are discussed: the notion that experience (per se) can guarantee a positive development in practical skill performance; the failure to relate to inherent complexities in practical skill performance during evaluation of skill; and the significance of acknowledging differences in skill complexity during skill development. A reinstated focus on practical skill in nursing education and collaboration between education and practice is needed to secure quality in a nurse's actual performance.

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