Care Plan Writing in Nursing Education: Challenges, Competence, and Clinical Preparedness

<b>Background</b>: Care plans are a critical tool in nursing education because they enhance clinical competence; however, undergraduate students often face challenges in writing them effectively, which can impact their readiness for clinical practice. While existing research predominantly focuses on care plans within specific clinical contexts, little is known about how students experience the learning process and how these experiences shape their professional development. <b>Objectives</b>: This study aimed to explore the experiences of undergraduate nursing students in writing care plans to understand the impact on their clinical competence and identify strategies for improvement. <b>Design</b>: A qualitative phenomenological study utilizing focus group interviews was conducted. <b>Methods:</b> Semi-structured interviews with open-ended questions were conducted with 15 undergraduate nursing students in six focus groups. Data were analyzed using Colaizzi's method to identify key themes. <b>Results:</b> Four main themes emerged: (1) enhancement and integration of knowledge and skills, (2) initiative learning and motivation, (3) adequate support and feedback from tutors, and (4) difficulties in transitioning from classroom learning to clinical practice. The findings highlight that care plan writing enhances students' competence in patient care, with positive learning attitudes and tutor feedback playing crucial roles. However, students encounter difficulties in applying theoretical knowledge to complex clinical scenarios, particularly in prioritizing interventions and managing time effectively. <b>Conclusions:</b> Writing care plans not only fosters personal and professional development but also enhances students' clinical competence, preparing them for real-world practice. Nurse tutors are encouraged to promote consistent practice in care plan writing, provide timely feedback, and share clinical experiences to support students' learning. These findings underscore the need to reframe care plans as developmental tools rather than mere tasks for clinical transition, ultimately enhancing the quality of patient care.