The Effects of an Educational Program on Registered Nurse Students' Ability to Write Complete Nursing Diagnoses

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This study examined the effectiveness of a training program on the ability of registered nurse students to write complete nursing diagnoses. A comparison group was used as a control. There were 47 participants in the training group and 51 participants in the comparison group who received no training. Five hypotheses were used to examine the (1) complete nursing diagnoses, (2) labels, (3) clarifiers, (4) etiologies, and (5) mislabeled medical diagnoses or clinical problems as nursing diagnoses. As a pretest and posttest, participants in both groups viewed a video tape of a nursing situation and were asked to write nursing diagnoses. ... continued below

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v, 92 leaves

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Vernon, Yvonne B. (Yvonne Bailey) December 1988.

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  • Vernon, Yvonne B. (Yvonne Bailey)

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Description

This study examined the effectiveness of a training program on the ability of registered nurse students to write complete nursing diagnoses. A comparison group was used as a control. There were 47 participants in the training group and 51 participants in the comparison group who received no training. Five hypotheses were used to examine the (1) complete nursing diagnoses, (2) labels, (3) clarifiers, (4) etiologies, and (5) mislabeled medical diagnoses or clinical problems as nursing diagnoses. As a pretest and posttest, participants in both groups viewed a video tape of a nursing situation and were asked to write nursing diagnoses. The training group received nine clock hours of classroom instruction on the nursing process of which three hours were on nursing diagnosis with a focus on the inclusion of label, clarifier, and etiology necessary for a complete nursing diagnosis. In the clinical component of the educational program the training group wrote nursing diagnoses as part of the nursing process. It was assumed that the comparison group did not receive comparable education. The mean difference of proportions between the pretest and posttest was computed for each group on the item tested by the hypotheses and for the difference between the two groups. Three of the five hypotheses tested in the study were accepted. The training group did have a significant increase in the average (mean) difference of proportions in the number of complete nursing diagnoses and etiologies and a significant decrease in the number of mislabeled nursing diagnoses. There was no significant difference in the number of labels and clarifiers. The training group did show a percentage increase in the number of labels and clarifiers written. There was little or no change in the comparison group over the time period of the study.

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v, 92 leaves

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  • December 1988

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  • 1986 - 1987

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  • Aug. 22, 2014, 6 p.m.

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  • Oct. 2, 2015, 9:15 a.m.

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Citations, Rights, Re-Use

Vernon, Yvonne B. (Yvonne Bailey). The Effects of an Educational Program on Registered Nurse Students' Ability to Write Complete Nursing Diagnoses, dissertation, December 1988; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332074/: accessed September 20, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .