Abstract:

Objective　To explore the practical dilemmas in the cultivation of the "Five Essential Competencies" for undergraduate nursing students, so as to provide evidence-based and critical insights for nursing education reform.Methods　A phenomenological qualitative research approach was adopted. Semi-structured interviews were conducted with 16 nursing undergraduates, 12 full-time university nursing faculty, and clinical instructors. The data were analyzed using Colaizzi's seven-step method, supported by NVivo 14.0 software for coding and thematic extraction. Results Four core dilemmas were identified: the dilemma of evaluating intangible competencies, the disconnection between theoretical learning and clinical practice, the conceptual overgeneralization of the art of nursing, and the constraint of educational concepts. Conclusion At present, the cultivation of the "Five Essential Competencies" is confronted with structural dilemmas in the aspects of evaluation, practice, definition and management, which cannot be fundamentally solved merely by partial methodological innovations. By vividly presenting these dilemmas, this study provides a critical perspective for the transformation of nursing education reform from an "idealized design" toward a "practical adjustment", and highlights the core value of reflecting on dilemmas.