The effective use of nursing diagnoses plays an important role in improving the quality of nursing care. However, evidence regarding the extent to which nursing students use these diagnoses in clinical practice is limited. The primary purpose of this retrospective descriptive study is to examine the nursing diagnoses used by nursing students in their clinical care plans based on the Roper-Logan-Tierney Activities of Living Model. The study aims to determine the students' diagnostic trends and identify areas requiring improvement in nursing education.
This research is designed as a retrospective descriptive study. The study evaluates the care plan files prepared by first-year nursing students at Yalova University Department of Nursing during the 2021-2025 academic years. The clinical care plans (estimated n=324) are retrospectively screened and analyzed. The study focuses on determining the distribution of nursing diagnoses according to the activities of living, identifying differences in diagnoses based on clinical practice areas (such as surgical vs. internal medicine wards), and evaluating the students' approach to holistic care. The findings will provide evidence to reorganize and strengthen the nursing education curriculum, particularly regarding neglected psychosocial areas.
Study Type
OBSERVATIONAL
Enrollment
324
Yalova University, Faculty of Health Sciences
Yalova, Yalova, Turkey (Türkiye)
Nursing Diagnoses Used by Nursing Students
The total number and types of nursing diagnoses formulated by first-year nursing students will be extracted from their clinical care plans. These diagnoses will be categorized and analyzed based on the activities of living defined in the Roper-Logan-Tierney Model to determine diagnostic trends and identify frequently addressed or neglected care areas (e.g., physiological vs. psychosocial needs).
Time frame: Retrospectively assessed from care plans prepared during the 2021-2025 academic years.
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