At my university we try to follow the fundamentals text book we use. We did some role play of common patient conditions to start with to see if students could identify cues for clustering data both subjective and objective. We did a modified concept map on the board for that. For identifying the related factors we will use our nursing diagnosis book cross referenced with the diagnosis they come up with and the medical diagnosis. There are numerous you-tube videos on the nursing process you may want to check out. How do you teach it?

Very interesting Colleen!

I have being making use of case study to teaching, also we use the NANDA-NOC-NIC books and another books as well, because in Brazil the most of hospital and university use the NNN taxonomies.

I hear about the use of some role play but I never tried with my students, it could be a new way for us!

Thank you for your anwer!!

Case studies do help immensely! I teach sophomores in a BSN program. What about you? I would love to hear some more ideas, so hopefully others will join.

Case studies and critical thinking assessments in Fundamentals, Medical Surgical nursing and Internship

One of the factors that I consider essential for effective learning of nursing diagnosis is to be taught transversally in all the subjects of the degree. The nursing diagnosis and the nursing process, in general, are complex. The integration across the student's curricula can help to facilitate the acquisitions of skills related to them.

As you know, here in Spain NNN language is widespread as is the case in your country. The apps developed to facilitate the use of NNN is also valuable (Check EDUCSA NNN App at http://www.educsa.com/aplicacion_nanda_noc_nic).

Hope to see you soon in another science event.

Best regards.

Jose.

Hi Collen, Myra and José,

Great answers!

Collen, I teach students of the third and fourth year, but the nursing diagnosis is taught transversaly in almost of the degree in our University (UFCSPA). Then I agree with José it is the best way to be taught although it is not easy as it depends on all teachers, health institutions and the level of complexity of care.

Thank you José for send the link about the NNN app, I liked! It would be great if it had a Portuguese version too.

Sure, see you in the next international event of Nursing Diagnosis.

Best.

Thanks all ! We teach our students that this is the way nurses communicate. Your comments and links support that!

Hi Graciele and all. I used this method of teaching. When I was head nurse in the neonatal intensive care unit, after a series of training sessions on the Carpenito-Moyet's bifocal clinical practice model and the use of Nanda-I's standardized nursing diagnoses I have developed a module for the assessment of human responses to health problems of newborns and their parents, for functional health patterns ( M. Gordon). Nurses have experienced this approach, learning to describe the health needs of their patients (the triad of mother-father-newborn) with the NANDA definitions of diagnoses. Another experience was with nursing students during an educational workshop on critical thinking and Carpenito-Moyet's bifocal model. I used scenarios with standard patiens and clinical cases. But the main experience is with students in internship in Emergency Department. I discuss with them the possible nursing diagnosis and collaborative problems on clinical cases that have followed during the week. My goal is to develop critical thinking in students, and they are excited about.

Regards.

Nicola

My teaching experience suggests that teaching students about the types and components of ND first, and subsequently using case/scenario studies that require application of the nursing process with ND can enhance the learning better. ND needs to be learned with the nursing process to make sense, and understood through the critical and reasoning thinking processes (in particular during the initial assessment of patients) with the use of cases/scenarios.

Happy teaching.

Regards,

Vico

Thanks all, good to hear your answer around the word!

Case studies and critical thinking. I always tried to work with stories from the hospitals. If students are able to play patients and nurses from their experience it is much helpful. It is not necessary to know every detail of the patient story, but it is relevant to make the right questions and to notice where are important notes. I work with a an electronic nursing documentation program which is able to build Nursing diagnoses from the signs and symptoms the students write in free text. Then the students have to check the correctness of the software. This helps critical thinking because the software only can interpret information which is in the system.

Hi Matthias, your electronic nursing documentation program is developer by you or by a software house? Regards.

We build the program together with a software house. The software was build along the nursing process, from the assessment, nursing diagnoses, patient goals, nursing interventions (NIC), nursing plan, checking the nursing sensitive outcomes. It is an instrument, without the background and knowledge about the nursing process it is not very helpful. But it can show you how often a hypothetical nursing diagnose was found and how often the nurse used intervention to reach outcomes on a desired level.

Thank you.

I agree with the above statements. We integrate our teaching about nursing diagnosis through the curriculum. We begin in the early courses with introduction of nursing process and incorporate nursing diagnosis into care plans, care maps, and concept maps as students progress through the undergraduate and pre-licensure curriculum.

I agree with the rest using the NANDA. In teaching I use conceptual approach. I apply the concepts and principles in anatomy and physiology and related nursing theories to map the components of nursing diagnosis which are label (Nursing Problem), definition of the problem (etiology) and defining characteristics (subjective and objective cues). This nursing diagnosis conceptual map will be my basis in formulating nursing care plan.

We use a similar approach to that of Sheila Leander. We introduce the nursing diagnosis during the teaching of the nursing process as a concept. We subsequently integrate the teaching of nursing diagnosis into our medical-surgical nursing courses and professional nursing courses. In order to facilitate acquisition of the skills, we expose our students to clinical experiences concurrently.

I usually start with the history and how it is essential to explain  components of nursing. I then tell about the availability of the nursing interventions and outcomes classifications as often there is a misconception out there that ND is all theory. Then I build their critical thinking skills and introduce the concept of accuracy in nursing diagnosis.. Then the whole nursing process steps is taught and use of a hand book in clinical practice is encouraged to developed care plans, and use of detailed books  from the  library. It is usually well recieved

Gracie, adorei tua pergunta! Pense num desafio... Eu tento fazer uma abordagem histórica e o desenvolvimento das taxonomias, uso alguns artigos publicados sobre SAE e estudos de caso, depois começo a trabalhar com casos. Mas é muito difícil mesmo...

I taught ND in Pakistan by two folds.

Firstly, it's components were explained in the classroom and then I gave scenarios and a NANDA ND to student groups of 3-4. Each group was a component of the ND process. So, for example, one group would need to look at the goal, one group would need to look at the implementation strategies, one for evaluation and so forth. Then each group needed to present their ideas in order of the ND process and see how it all came together to make a complete process.

Another classroom activity was to give a scenario to each group and as a group they needed to draw up a ND process which was then discussed and critiqued by the rest of the class. These activities generated a lot of discussion and through discussion clarification of the ND.

Second fold was to incorporate ND in the clinical placement and based on clients the student was taking care of during the placement. This allowed their critical thinking skills to develop also.

I hope I was able to explain my strategies well enough for you to understand! Happy teaching :)

Rehana

In Nursing Education clinical knowledge is an important element of clinical teaching. to teach the nursing diagnosis, each medical, surgical, and mental illness signs, and symptoms must be taught, with specific interventions and to be added the overall outcome of the disorders. Individual and family general psycho-socio-cultural understanding is needed to include with this for the student's comprehension. NANDA formate is a method I use to teach this aspect.

To teach nursing diagnosis. first enlist NANDA diagnosis.

Provide scenarios or actual patient to student and make them identify present needs and possible need of patients.

than co- relate all needs with given NANDA diagnosis list.

further NCP practise may improve to select the problem need based.

Use skill practise rather than teaching