Critical Thinking: NANDA-International

Megan J. Stucki

If the use of nursing diagnoses does not have universal support because of its confusion
between disciplines, why is their use so prolific in nursing and nursing education?
Although many consider the reasoning or benefit behind teaching nursing diagnoses to student nurses a
somewhat robotic or detrimental practice, it has proven a successful method since its inception. When
first implemented there were only a few examples of nursing diagnoses. Today there are over 200
NANDA approved nursing diagnoses (Black, 2014). This may be considered a testament to the beneficial
nature nursing diagnoses play in the life of a student or novice nurse. In an article titled, Do
Knowledge, Knowledge Sources and Reasoning Skills Affect the Accuracy of Nursing Diagnoses? A
Randomized Study, the authors point out the fact that nurses with greater critical thinking and
reasoning skills are more likely to implement correct nursing diagnoses in clinical practice (Paans,
Sermeus, Nieweg, Krijnen & van der Schans, 2012). In this same study it was found that the nurse was
twice as likely to cite the correct nursing diagnosis when following a set standard, like those in the
nursing process. A student and novice nurse make the transition from beginner to expert caregiver by
experience and following this exact process. Is it tedious, tiresome and robotic in nature? Absolutely-That is why critics may be right to question the use of this teaching method. They claim it is damaging to
a creative and holistic approach to patient care (Black, 2014). Again, it is my belief that these
characteristics come with time, experience and greater knowledge. Needless to say, it is clear that the
student and novice nurse require more direction in practice. That direction is provided by the
systematic approach and process of nursing diagnoses, which allow the nurse to process pertinent
information about the patient by implementing this time-tested method and in turn facilitate greater
patient outcomes (Black, 2014).
References
Black, B. P. (2014). Professional nursing: Concepts and challenges. St Louis, MO: Saunders.
Paans, W., Sermeus, W., Nieweg, R. M. B., Krijnen, W. P., & van der Schans, C.,P. (2012). Do knowledge,
knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? a randomised
study. BMC Nursing, 11, 11. doi:http://dx.doi.org/10.1186/1472-6955-11-11