Implementation of an Emergency Medical Service-Integrated Teleconsultation Follow-Up Unit for Home-Based Patients With Suspected COVID-19 During Epidemiological Uncertainty in an Island Territory: Ret

Socioemotional competencies (SEC) play a large role in the day-to-day work of a nurse, both to provide quality care as well as to maintain their own well-being [-]. As our understanding of the importance of these nursing competencies grows, so too does the interest in how to effectively teach [,-] and assess [,] SEC in nursing programs. A recent systematic review underlines the importance of developing SEC during clinical practice [], showing nursing students are unprepared for the social dynamics of the workplace otherwise. Traditionally, however, the focus of clinical placement has been on improving technical skills [-]. Concurrently, nontechnical skills such as SEC are expected to be learned through a social and more implicit learning process [-]. The review’s findings suggest supporting SEC development within the clinical learning environment requires specific didactical attention. Yet, there is little research on what clinical placement needs or how to implement it there. Research findings indicate that SEC require nursing programs to adopt active and innovative learning methodologies in their curricula [,,]. Studies show that when reflection is used as an active learning methodology, SEC development is supported [-]. Reflection helps students to process their clinical experiences and learn from them []. Specific to SEC, reflection can support the development of interprofessional communication and collaboration skills [,], as well as a better understanding of oneself and the workplace experience [-]. Thus, using reflection specifically to make the implicit learning process of SEC more explicit warrants further exploration.