TYPES OF INFORMATION NURSING STUDENTS USE IN MAKING NURSING DIAGNOSES.
Contributors: University of Maryland, College Park.
Published: 1990
Number of pages: 88
Subjects: Health Sciences, Nursing.
Description: The ability of the nurse to make an accurate nursing diagnosis regarding the condition of the client's health state determines, to a great extent, the quality of client care. Making a nursing diagnosis requires using various types of information. Research has not clearly demonstrated which specific types of information contribute to accurate nursing diagnoses.

The purpose of this study was to develop and test a theory for the differential contribution of various types of information, in this case, five, which nursing students use to make a nursing diagnosis. Subjects were sophomore level baccalaureate nursing students in an open-admission urban university. Data for this descriptive study were collected by means of an original instrument developed by the investigator. The think aloud protocol and verbal prompts were used as methodological techniques. Subjects made nursing diagnoses for six simulated nursing situations. Chi-square analysis was applied to the data.

It was hypothesized that high and low relevant information would predominate in accurate nursing diagnoses while disconfirming, idiosyncratic-induction, and non-relevant information would predominate in inaccurate diagnoses. The findings partially supported the hypotheses. Specifically, while accurate diagnoses did involve the use of a predominance of a combination of high and low relevant information, further analysis revealed that high relevant information was the primary contributor to accurate diagnoses and low relevant information did not contribute to accurate diagnoses. In like manner, while inaccurate diagnoses did involve a predominance of idiosyncratic-induction and disconfirming information, statistical analysis did not demonstrate that non-relevant information contributed to inaccurate diagnoses.

Recommendations include investigating the effects of different teaching programs and strategies on the thinking processes of students and repeating the study with different populations.
Notes: Source: Dissertation Abstracts International, Volume: 51-05, Section: B, page: 2287.

Thesis (PH.D.)--UNIVERSITY OF MARYLAND COLLEGE PARK, 1990.

School code: 0117.