Barriers to Integrating Soft Skills in Nursing Education and Patient Care in Ghana's Health-Care Institutions

Abstract

Background: Most professions in which human interactions are essential for successful job performance require both soft and hard skills. Integrating these two concepts has synergistic job output, yet there are barriers to nurse educators and nurse clinicians integrating soft skills. This study identified and described barriers to integrating soft skills in nursing education and patient care. Methods: In this qualitative descriptive study, 27 professional nurses and midwives in three different regions of Ghana completed semi-structured interviews. Data from the interviews were analyzed using inductive dominating content analysis. Findings: Three themes related to barriers were identified. Systemic barriers denoted institutional challenges, including unstructured curricula, that hindered the effective incorporation of soft skills into nursing. Interpersonal barriers denoted barriers arising from individuals’ inability to connect and communicate. Personal barriers pertained to nurses’ and midwives’ difficulties relating to clients and students’ lack of attentiveness in the classroom. Conclusion: Notwithstanding the significance of soft skills in nursing care, the identified barriers have hindered nurse educators and clinicians from employing them. Nurse educators are urged to engage with students as junior colleagues and exemplify the principles they impart, while nurse clinicians are recommended to interact and connect with their clients compassionately.