The Effect of Nursing Process Education on Students’ Perceptions of Nursing Diagnoses
Dublin Core
Title
The Effect of Nursing Process Education on Students’ Perceptions of Nursing Diagnoses
Subject
education, nursing diagnosis, nursing process, nursing students, perception
Description
The aim of this study is to evaluate the effect of nursing process education on nursing students' perception of nursing
diagnoses. This quasi-experimental study was conducted with the second-year students who took the course of internal
medicine nursing. One hundred and eleven second-year students (91.72%) who were attending a nursing faculty were
included in the pretest. Each of the training sessions given to the students lasted for 60 minutes, and a total of 12 sessions
of training were applied as three sessions per week. The online training was given to students by an educator with a
presentation and case discussion. Afterwards, the post-test was carried out with a total of 98 (73.68%) students. Data were
collected by using a ‘Descriptive Characteristics Form’ and the ‘Perceptions of Nursing Diagnosis Survey’. In the
statistical analysis of data, number, percentage, mean score and paired t-test were used. There was no statistical difference
between the pretest and posttest total scores of the “Perceptions of Nursing Diagnosis Survey” before and after the online
training for the nursing care plan process (p > 0.05). Students had a perception of nursing diagnoses at a moderate level.
It was concluded that the case-based interventions had limited effects. The learning and use of the nursing diagnosis
process by both nursing students and nurses facilitates its applicability in the field and makes it easier for nurses to provide
more evidence-based care in the clinic. It is recommended that the teaching techniques used in the study be enriched and
developed.
diagnoses. This quasi-experimental study was conducted with the second-year students who took the course of internal
medicine nursing. One hundred and eleven second-year students (91.72%) who were attending a nursing faculty were
included in the pretest. Each of the training sessions given to the students lasted for 60 minutes, and a total of 12 sessions
of training were applied as three sessions per week. The online training was given to students by an educator with a
presentation and case discussion. Afterwards, the post-test was carried out with a total of 98 (73.68%) students. Data were
collected by using a ‘Descriptive Characteristics Form’ and the ‘Perceptions of Nursing Diagnosis Survey’. In the
statistical analysis of data, number, percentage, mean score and paired t-test were used. There was no statistical difference
between the pretest and posttest total scores of the “Perceptions of Nursing Diagnosis Survey” before and after the online
training for the nursing care plan process (p > 0.05). Students had a perception of nursing diagnoses at a moderate level.
It was concluded that the case-based interventions had limited effects. The learning and use of the nursing diagnosis
process by both nursing students and nurses facilitates its applicability in the field and makes it easier for nurses to provide
more evidence-based care in the clinic. It is recommended that the teaching techniques used in the study be enriched and
developed.
Creator
Ezgi Bağrıaçık, Burcu Totur Dikmen
Source
DOI: 10.7454/jki.v28i2.1445
Publisher
Universitas Indonesia
Date
2025
Contributor
Sri Wahyuni
Rights
pISSN 1410-4490; eISSN 2354-9203
Format
PDF
Language
English
Type
Text
Files
Collection
Citation
Ezgi Bağrıaçık, Burcu Totur Dikmen, “The Effect of Nursing Process Education on Students’ Perceptions of Nursing Diagnoses,” Repository Horizon University Indonesia, accessed February 21, 2026, https://repository.horizon.ac.id/items/show/10979.