Basic knowledge of nursing diagnosis and current status of Diagnostic Competencies in nursing students Examination of thinking ability that must be strengthened

Abstract

【Purpose】To clarify the basic knowledge of nursing diagnosis and the current state of Diagnostic　Competencies, and to examine the thinking ability that must be strengthened in nursing diagnosis.

【Methods】A test format that objectively asks knowledge and Diagnostic Competencies (Defining characteristic Competent・Related factor/Risk factor Competent・Diagnostic Label Competent) 、 creates a case where nursing diagnosis ability can be measured、 and conducts a questionnaire survey.

【Result】A test format that objectively asks basic knowledge and Diagnostic Competencies (Defining characteristic Competent, related factor / risk factor judgment Competent, Diagnostic Label Competent) creates a case where nursing diagnosis ability can be measured, and a questionnaire I conducted a survey.

【Results】The correct answer rate for basic knowledge was 49%, the correct answer rate for Defining characteristic Competent was 40%, the correct answer rate for related factor / risk factor Competent was 12%, and the correct answer rate for Diagnostic Label Competent was 14%.

【Conclusion】They lacked knowledge of nursing diagnosis terms, components, meanings of components, and rules when using nursing diagnosis. Makes us infer that they made nursing diagnoses with vague knowledge about nursing diagnoses. Further, thinking required for a nursing diagnosis process is assumed as a divergent thinking for data collection and analysis and as a convergent thinking for clarification of generalization, diagnosis hypothesis determination and nursing diagnosis. It was suggested that the ability to develop nursing diagnosis can be developed by strengthening Divergent thinking and Convergent thinking.