Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills

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Abstract

The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills.

Original languageEnglish
Pages (from-to)232-241
JournalJournal of professional nursing : official journal of the American Association of Colleges of Nursing
Volume26
Issue number4
DOIs
Publication statusPublished - 20 Jul 2010

Keywords

  • nursing education
  • nursing diagnosis

Cite this

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title = "Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills",
abstract = "The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills.",
keywords = "nursing education, nursing diagnosis, verpleegkunde, hoger onderwijs, verpleegkundige diagnose",
author = "Wolter Paans and Walter Sermeus and Roos Nieweg and {van der Schans}, Cees",
note = "Copyright 2010 Elsevier Inc. All rights reserved.",
year = "2010",
month = "7",
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doi = "10.1016/j.profnurs.2009.12.006",
language = "English",
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pages = "232--241",
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T1 - Determinants of the accuracy of nursing diagnoses

T2 - influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills

AU - Paans, Wolter

AU - Sermeus, Walter

AU - Nieweg, Roos

AU - van der Schans, Cees

N1 - Copyright 2010 Elsevier Inc. All rights reserved.

PY - 2010/7/20

Y1 - 2010/7/20

N2 - The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills.

AB - The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills.

KW - nursing education

KW - nursing diagnosis

KW - verpleegkunde

KW - hoger onderwijs

KW - verpleegkundige diagnose

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JO - Journal of professional nursing : official journal of the American Association of Colleges of Nursing

JF - Journal of professional nursing : official journal of the American Association of Colleges of Nursing

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