Staff Nurse Identification of Nursing Diagnosis from a Written Case Study

Etheridge, Sharon; Bos, Sara; Bos, Nathan

doi:10.1111/j.1744-618x.1992.tb00195.x

Cited by 9 publications

(4 citation statements)

References 12 publications

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“…Finally, regardless of educational background, age, or clinical experience, subjects failed to demonstrate recognition of many of the nursing problems identified by the expert panel. This supports findings of other researchers (Aspinall, 1976;Etheridge, Bos, & Bos, 1992;Spies, Myers, & Pinnel, 1989), suggesting that there still is a need to explore the teaching and evaluation of nursing diagnostic reasoning in both educational and practice settings. It also suggests that an alternate hypothesis be investigated as to whether poor performance on a clinical simulation exercise reflects an actual inability to recognize an existing problem, difficulty articulating the problem identified, or merely an inability to correctly label the diagnosis.…”

Section: Discussionsupporting

confidence: 88%

Cognitive Development, Clinical Knowledge, and Clinical Experience Related to Diagnostic Ability

Aquilino

1997

International Journal of Nursing Terminologies and Classificati

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PURPOSE. To examine the relationship among cognitive development, clinical knowledge, and clinical experience in nursing students. METHODS. A survey of junior and senior baccalaureate nursing students from three Midwestern colteges ( N = 55). FINDINGS. Studenfs, diagnostic ability increased as they gained clinical experience and clinical knowledge. However, students failed to identify many nursing diagnoses and demonstrated only moderate levels of cognitive development. CONCLUSIONS. Nurse educators and nursing students need to change their approaches to teaching and learning to enhance students' diagnostic ability and cognitive development. * In Paper~~bythe article or full issues through UMI Article Clearinghouse Electronically, on CD-ROM, online, and/or magnetic rape--a broad range of ProQuest databases available. including abstrafl-andmdex. ASCII rull-ten and innovative full-image format call toli-iree 800-521~0600, ext m a . for more Information, or fill out the coupon below BW.521 .om0 mll-free UMl ABelI& Hor.ellCompioi 313-76l-1203tU BOX 78 3W North Zeeb Road Ann Arbor. MI I I C4

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Section: Discussionsupporting

confidence: 88%

Cognitive Development, Clinical Knowledge, and Clinical Experience Related to Diagnostic Ability

Aquilino

1997

International Journal of Nursing Terminologies and Classificati

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“…However, paper case materials do not provide sufficient patient information. They have limits in imaging of the subjects [2]. Consequently, learning to understand the patient comprehensively, including physical aspects, is necessary before undertaking clinical practice that addresses various cases.…”

Section: A Problems In Learning the Nursing Processmentioning

confidence: 99%

Proposal of Strategies to Create a Case of Virtual Patient for Nursing Education

Hirano¹,

Majima²,

Tokunaga³

2017

IJLT

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In 2011, nursing practice skills, which are the core of undergraduate nursing programs, were assessed with the expectation of developing nursing practitioners, researchers, and educators possessing a broad range of professional knowledge and research capability. Particularly, the acquisition of problem-solving approaches in nursing practice poses a challenge for the development of nursing processes that are customized for each patient. This study was undertaken to examine a class design in nursing skills education that aims to have nursing students create patient cases, image the patients, and foster nursing practice skills with individuality. Proposal of learning strategies to create a case of virtual patient for nursing education. After the training, a questionnaire survey was administered. We summarize the effects of students independently creating patient cases. First, creating patient cases independently can promote imaging of patients by students. Second, by having discussions, more information can be extracted in a specific manner. And, Learning to create patient cases can foster a high level of thinking ability. 

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“…Thirteen diagnoses from the NANDA Taxonomy I: Proposed ICD-CD 10 Version (Fitzpatrick et al, 1989) were used because clirucal data were available to verify their relevance to nursing care. For some of the nursing diagnoses, there was more than one clinical indicator.…”

Section: Measurementmentioning

confidence: 99%

The Congruence of Nursing Diagnoses and Supporting Clinical Evidence

Roberts

Madigan

Anthony

et al. 1996

International Journal of Nursing Terminologies and Classificati

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In this secondary analysis, 890 patients 40 years of age and older were assessed within 24 hours of transfer from intensive care to medical/surgical units. Nursing diagnoses documented in the hospital record were compared to supporting clinical evidence obtained from subjects, the hospital record, and interviews with subjects and nurse caregivers. The congruence, based on the kappa statistic, between the nursing diagnosis and clinical evidence ranged from 0.1% for altered thought processes to 10% for impaired gas exchange, impaired physical mobility, and potential for injury, while no diagnoses were made for self‐care deficits or sensory alterations, visual, when clinical evidence for them was available.

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Staff Nurse Identification of Nursing Diagnosis from a Written Case Study

Cited by 9 publications

References 12 publications

Cognitive Development, Clinical Knowledge, and Clinical Experience Related to Diagnostic Ability

Cognitive Development, Clinical Knowledge, and Clinical Experience Related to Diagnostic Ability

Proposal of Strategies to Create a Case of Virtual Patient for Nursing Education

The Congruence of Nursing Diagnoses and Supporting Clinical Evidence

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