Blended Learning for Psychosocial Nursing Diagnoses

Overview

The nursing process is a systematic approach forming the basis of professional nursing care. Literature indicates that nursing students experience the most difficulty in determining nursing diagnoses, often focusing predominantly on physical needs while neglecting psychosocial, social, and spiritual dimensions. This situation limits the effective implementation of holistic care. The purpose of this study is to evaluate the effect of a case-based blended learning approach developed for nursing students on their knowledge levels and skills in differentiating, correlating, and accurately expressing psychosocial nursing diagnoses. It is anticipated that the findings obtained will contribute to enriching the content of nursing curricula and improving instructional methods.

This randomized controlled trial is designed to determine the impact of a structured, model-based blended learning education program on nursing students' competencies in identifying psychosocial nursing diagnoses based on clinical data, prioritizing these diagnoses, and justifying them according to nursing terminology. The educational content is planned as a total of three sessions. Utilizing a case-based approach, the curriculum will address: * Sexuality and body image based on the PLISSIT (The PLISSIT Model of Sex Therapy) model, * Spirituality and hopelessness based on the FICA (The FICA Spiritual History Tool) model, * Social isolation and role performance based on Gordon's Functional Health Patterns Model, * Loss, death, and the grieving process based on the Kübler-Ross model. The educational process will be conducted in line with a blended learning approach, combining traditional face-to-face education methods with digital learning environments and interactive video-supported learning materials. This approach aims to provide students with flexibility in accessing information, support different learning styles, and reinforce the learning process through instant feedback. The study aims to strengthen students' competencies in analyzing underlying psychosocial needs from a holistic perspective and reflecting these assessments in care plans.