Nursing diagnosis and a nursing model
The purpose of this pretest-posttest control group experimental study was to determine a change in scores that teaching nursing students a nursing model had on their ability to write nursing diagnoses. Thirty-three junior baccalaureate nursing students were randomly assigned into four groups consisting of three experimental groups and one control group. Experimental group 1 received a lecture presentation on nursing diagnosis principles and a nursing model, experimental group 2 received a lecture on the nursing model only, experimental group 3 received a lecture on the nursing diagnosis principles only, and the control group received no teaching.
An identical case study was used as the pretest and posttest from which subjects derived nursing diagnoses. Subjects were instructed to read the case study and then formulate as many nursing diagnoses as possible. Ziegler's Criteria for Evaluating the Nursing Process (ZEQNP) was used to evaluate the quality of each diagnosis written.
An analysis of covariance was done using the pretest as the covariate to determine significant differences between the groups. Statistical significance was found between the three experimental groups and the control group for quality of diagnoses written (F = (3, 28) 6.4529, p = .0018). No significance was found for number of diagnoses written. A significant relationship was found between quantity and quality of nursing diagnoses written (r = .495, p < .05).
A major conclusion of the study was that nursing students can be taught to derive and write nursing diagnoses. Teaching a nursing model along with emphasizing principles of nursing diagnosis can produce an increase in the quantity and quality of nursing diagnoses.