Nursing Students' Perceptions of Instructional Approaches in Nursing Diagnosis Education: A Qualitative Study.

Abstract

Aim: This study explored nursing students' perceptions of the instructional approaches to teaching nursing diagnosis.

Design: An exploratory, descriptive qualitative study design was utilized.

Methods: A total of 29 fourth-year nursing students from eight public universities in Turkey were recruited through social media and snowball sampling. Data were collected via face-to-face interviews conducted on Zoom between May and June 2023 and transcribed verbatim. Thematic analysis and constant comparison were used for data analysis. The study adhered to COREQ guidelines.

Results: Thematic analysis identified four main themes with subthemes reflecting students' perspectives: (1) Teaching methods, including (i) inadequate practical training in clinical settings and (ii) ineffective feedback in clinical practice; (2) Utilization of NANDA-I diagnoses in practice, encompassing (i) challenges in applying NANDA-I diagnoses and (ii) perceptions of suboptimal implementation by professionals; (3) Recommendations for improving nursing diagnosis education; and (4) Students' perceptions of NANDA-I diagnoses.

Conclusion: Nursing students perceived current instructional approaches to nursing diagnosis as insufficient, particularly regarding practical training and feedback. Addressing these gaps is crucial for improving the quality of nursing education and practice.

Implications: The findings provide valuable insights for revising nursing curricula to enhance the teaching of nursing diagnosis. Supporting students in mastering nursing diagnoses before graduation is essential for standardizing nursing terminology and improving the quality of care in future practice.

Reporting method: The COREQ guidelines have been followed.

Patients or public contribution: No patients or public contribution.