Introduction: Acquiring soft skill competencies becomes increasingly important and relevant for nursing graduates. Thus, soft skill competencies in clinical assessment of nursing students is a crucial issue for nursing academics.

Objective: The aim of this systematic review was to appraise and synthesize the available evidence that examines the soft skill elements in clinical nursing assessment for undergraduate nursing students.

Methods/Materials: The systematic review was in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Published quantitative and qualitative studies that examined the soft skill elements in nursing clinical skill assessment and clinical nursing practice were retrieved. Relevant studies were identified using Science direct, Sage Publication, CINAHL, Springer link, PubMed, Proquest, Ovid, and Clinicalkey for Nursing search with language filters but were limited to articles published from January 2000 to March 2019. Two reviewers independently conducted the quality assessment, data extraction, and analysis on all included studies.

Result: This review screened 2708 articles including abstracts and full-text records, resulting in 13 included studies. Eight quantitative studies and 6 qualitative studies were identified for this evaluation. Overall finding from the 13 studies described that there are still lacking in communication skills, teamwork, leadership, ethic and professional skills among nursing graduates.

Conclusion: There is a need to consider and adopt soft skills in clinical skill assessment as in nursing education to improve the quality of nursing graduates and ultimately to create a positive impact on patient outcomes.