Needs and Educational Priorities for Core Nursing Skills in Clinical Practice: An Importance–Urgency Matrix Approach

LEE Do-Yong; OH Su Mi; KIM Jiwon; KIM Young-Jin; HEO Min-Hee; NOH Jin-Won

doi:10.13106/jwmap.2026.vol9.no1.155

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E-ISSN2586-6036
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E-ISSN : 2586-6036

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Vol.9 No.1

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Needs and Educational Priorities for Core Nursing Skills in Clinical Practice: An Importance–Urgency Matrix Approach

웰빙융합연구 / Journal of Wellbeing Management and Applied Psychology, (E)2586-6036

2026, v.9 no.1, pp.155-166

https://doi.org/10.13106/jwmap.2026.vol9.no1.155

Do-Yong LEE (Changshin University)
Su Mi OH (Changshin University)
Jiwon KIM (Changshin University)
Young-Jin KIM (Yonsei University)
Min-Hee HEO (Yonsei University)
Jin-Won NOH (Yonsei University)

LEE, D., OH, S. M., KIM, J., KIM, Y., HEO, M., & NOH, J. (2026). . , 9(1), 155-166, https://doi.org/10.13106/jwmap.2026.vol9.no1.155

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Abstract

Purpose: This study aimed to identify and prioritize core nursing skills required for clinical practice education in Cambodia and to inform improvements in competency-based training programs. Research design, data and methodology: A descriptive cross-sectional survey was conducted using purposive and snowball sampling. Data were collected from 82 stakeholders, including senior nursing students, practicing nurses, faculty members, and nursing education-related personnel. The survey instrument consisted of 11 nursing skill domains derived from domestic and international protocols. Skills were rated on a five-point Likert scale for importance, urgency, and applicability. Educational priorities were classified using an Importance–Urgency Analysis framework combined with an Eisenhower matrix. Results: Overall applicability of core nursing skills was high, but priorities varied across domains. Nutrition nursing, examination and monitoring, emergency nursing, and perioperative nursing were identified as high-priority areas requiring immediate and intensive educational intervention due to high importance and urgency. Other domains showed relatively lower priority, indicating feasibility for phased implementation and field-based learning. Conclusions: The findings suggest that current nursing practice education in Cambodia does not adequately reflect clinical demands. Curriculum reform focusing on high-priority skills, expanded simulation-based education, improved training infrastructure, and standardized guidelines is recommended to strengthen nursing capacity and improve quality of care.