mber of hours of training they receive in certain very specific areas of clinical practice. Lofmark, Hannersjo and Wikblad (1999), for example, examined the competency of a sample of nurses to assess patient needs. Both nurses and patients were interviewed regarding these needs, and student nurses' and nurses' assessments were compared with the individual patient's opinion.
In Lofmark, Hannersjo and Wikblad's (1999) study, both the students' and the nurses' assessments showed close similarities with the patients' own estimations, although certain under and overestimations for both physical and emotional needs were found, with a predominance of overestimation of emotional needs.
Student nurses and nurses also showed uncertainty in some of their assessments, mainly concerning emotional needs. Their assessments were closer than student nurses/patients or nurses/patients, and also closer for physical than for emotional needs. It was concluded that student nurses needed more training hours that focused attention on the need for individualization of patient care
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