Departmental Bulletin Paper Nursing Students’ Attitudes Towards Nursing Process / Diagnosis Instruction Across a Multi-Year Academic Curriculum

Kume, Yasuko  ,  Aso, Yoko  ,  Katayama, Megumi

We performed a cross-sectional analysis of nursing students’ attitudes towards a curriculum that continuouslyincorporated opportunities to study the nursing process and nursing diagnosis (through lectures and unfolding casestudy practicums) from year 1 to the first semester of year 3 of their studies, and, having identified those attitudes, weinvestigated how best to educate students on these topics. Specifically, we determined nursing students’ awareness,self-assessed learning attainment, difficulties, and preparedness regarding the nursing process/nursing diagnosis,and then analyzed the associations between these constructs in order to determine the current state of instructionalcontent. A self-administered anonymous questionnaire study was carried out a total of four times: once after theintroductory course for first-year students (Group 1), once each before and after the intermediate course for secondyearstudents (Groups 2 and 3), and once after the applied course for third-year students (Group 4). We determinednursing students’ actual level of awareness, self-assessed learning attainment, self-assessed difficulties in studying,and preparedness regarding the nursing process/nursing diagnosis. Then, we analyzed the correlations among thesemeasures.Regarding awareness, significantly greater percentages of respondents responded to items in such a way as toindicate that they were highly aware of the nursing process/nursing diagnosis in Groups 1 and 3 than in Groups 2and 4. In Group 4, a significant positive correlation was found between preparedness and self-assessment. The poorawareness rate in Group 2 suggests that although learning about the nursing process and nursing diagnosis at a stagein which understanding remains at a purely theoretical level can boost student awareness, the effect is not long lasting.The results suggest that introducing nursing diagnosis while students are still learning about the nursing process mightconfuse them, thus pointing to the need for better integrated education of the nursing process and nursing diagnosis.

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