Vanessa E C Sousa Freire1, Marcos V O Lopes2, Gail M Keenan3, Karen Dunn Lopez4. 1. University for International Integration of the Afro-Brazilian Lusophony Health Sciences Institute, 3 Abolicao Ave, Redencao, CE 62790000, Brazil. Electronic address: vsousa@unilab.edu.br. 2. Federal University of Ceara Nursing Department, 1115 Alexandre Barauna St, Fortaleza, CE 60430160, Brazil. Electronic address: marcos@ufc.br. 3. University of Florida College of Nursing, 1225 Center Dr, Gainesville, FL 32603, United States. Electronic address: gkeenan@ufl.edu. 4. University of Illinois at Chicago College of Nursing, 845 S Damen Ave, Chicago, IL 60612, United States. Electronic address: kdunnl2@uic.edu.
Abstract
BACKGROUND: Being able to make accurate clinical decisions about actual or potential health problems is crucial to provide a safe and effective care. However, nursing students generally have difficulties identifying nursing diagnoses accurately. OBJECTIVE: To compare the diagnostic accuracy within and across the NANDA-I diagnoses domains of junior, senior, and graduate-entry students. DESIGN: Descriptive study PARTICIPANTS AND SETTING: The sample comprised one hundred thirty nursing students from a Midwestern American university. METHODS: The participants were divided in three groups (juniors, seniors and graduate-entry) and invited to engage in a series of diagnostic exercises presented in a software. Students were presented with 13 scenarios and asked to identify the applicable defining characteristics, related factors, and nursing diagnoses from the NANDA-I taxonomy. The number of correct answers per scenario was used to compute diagnostic accuracy. Age, gender, previous exposure to the NANDA-I taxonomy, and student level were covariates in the analysis. RESULTS: The average percent correct answers across all groups was 64.4% and no statistical differences between the groups were found. The scenarios belonging to the Health Promotion, Self-Perception, and Growth/Development Domains were those in which students had a higher number of incorrect answers. Students also had more difficulty recognizing the correct nursing diagnoses compared with related factors and defining characteristics. CONCLUSIONS: This study found no associations between demographic variables, exposure to the NANDA-I taxonomy, or academic program level and diagnostic accuracy. Some areas in which students had a poor performance indicate need for improvement in diagnostic reasoning skills.
BACKGROUND: Being able to make accurate clinical decisions about actual or potential health problems is crucial to provide a safe and effective care. However, nursing students generally have difficulties identifying nursing diagnoses accurately. OBJECTIVE: To compare the diagnostic accuracy within and across the NANDA-I diagnoses domains of junior, senior, and graduate-entry students. DESIGN: Descriptive study PARTICIPANTS AND SETTING: The sample comprised one hundred thirty nursing students from a Midwestern American university. METHODS: The participants were divided in three groups (juniors, seniors and graduate-entry) and invited to engage in a series of diagnostic exercises presented in a software. Students were presented with 13 scenarios and asked to identify the applicable defining characteristics, related factors, and nursing diagnoses from the NANDA-I taxonomy. The number of correct answers per scenario was used to compute diagnostic accuracy. Age, gender, previous exposure to the NANDA-I taxonomy, and student level were covariates in the analysis. RESULTS: The average percent correct answers across all groups was 64.4% and no statistical differences between the groups were found. The scenarios belonging to the Health Promotion, Self-Perception, and Growth/Development Domains were those in which students had a higher number of incorrect answers. Students also had more difficulty recognizing the correct nursing diagnoses compared with related factors and defining characteristics. CONCLUSIONS: This study found no associations between demographic variables, exposure to the NANDA-I taxonomy, or academic program level and diagnostic accuracy. Some areas in which students had a poor performance indicate need for improvement in diagnostic reasoning skills.
Authors: Aline Batista Maurício; Elaine Drehmer de Almeida Cruz; Alba Lucia Bottura Leite de Barros; Mary Gay Tesoro; Camila Takao Lopes; Anne Marie Simmons; Juliana de Lima Lopes; Lidia Santiago Guandalini Journal: Rev Lat Am Enfermagem Date: 2022-03-21