PURPOSE. To determine how many state nurse practice acts include the term or concept of “nursing diagnosis” and describe their similarities and differences. METHODS. Investigators independently divided the practice acts of the 50 states and the District of Columbia into those that did or did not include the term “nursing diagnosis” or the word “diagnosis” within a nursing context. To describe other differences, the investigators operationally defined and independently categorized each act as trendsetting, contemporary, or traditional. FINDINGS. Thirty‐three of the 51 practice acts used the term “diagnosis” within nursing context. Of these 33, 13 were identified as trendsetters and 20 as contemporary. Seven trendsetting and 5 contemporary practice acts used the NANDA‐based language or “response” when describing the “what” of nursing diagnosis. None of the trendsetting practice acts, but 8 of the contemporary acts, used the NANDA‐based “individual, family or community” when describing the “who” of nursing diagnosis. CONCLUSIONS. The language of nursing is changing. The majority of practice acts now define the practice of professional nursing as including the diagnostic act, although the manner in which they use the term varies.
Viewpoint provides a forum for scholarly discussion about the theoretical, philosophical, and practical issues related to nursing language and classification systems. The sometimes controversial views are intended to stimulate readers' comments and perspectives. We welcome brief, informal responses to published viewpoints. This Viewpoint is an expanded version of the introduction to “Online, Peer‐Reviewed Bibliographic References on Sleep,” a presentation at the NNN conference “Developing, Linking, and Integrating Nursing Language and Informatics: Working Together for Quality Care,” April 10–13, Chicago.
The 2003 Institute of Medicine report, Health Professions Education: A Bridge to Quality, delineated a set of core competencies for health care professionals-providing patient-centered care, working in interdisciplinary teams, using evidence-based practice, applying quality improvement processes, and using informatics. The purpose of this study is to examine the extent to which these core competencies have been incorporated in the rules and regulations of state boards of nursing in the United States as required curricular content for professional nursing programs. A research team compiled state boards of nursing regulations related to prelicensure nursing curricula from all 50 states, and content analysis was performed. Eight states incorporated all five competencies in their regulations. Other states incorporated some of the five competencies; evidence-based practice and informatics were the competencies most frequently excluded from state regulations. The lack of emphasis on these competencies has implications for the ongoing development of the profession of nursing.
PURPOSE To develop a methodology for establishing an online (http://www.nlinks.org), peer‐reviewed, annotated bibliography. Disturbed sleep patterns and sleep deprivation were the arbitrarily selected foci. METHODS Tasks included developing an annotated bibliographic form and collecting reviews, first from investigators and next from an online solicitation, and improving the annotated form as needed with the implementation of each of the following steps: (a) selecting MEDLINE and CINAHL search strategies for the years 1966–1982 and 1982–2001, respectively, (b) classifying an article's evidence base and its contribution to language development; (c) evaluating construct and content validity of the evidence base and the contribution to language development classifications, (d) determining interrater reliability in evaluating reviews, (e) publishing the results online, and (f) preparing for the deductive phase of the research and future research efforts. FINDINGS There was high interrater reliability within the contribution to language development scale but not within the evidence‐based scale. This finding led to a discussion on the evidence base of nursing. Comparisons between evidence base of medicine and nursing were made. A three‐tiered matrix was developed to allow for the cross‐categorization of level of nursing evidence with diagnoses, defining characteristics, related factors, interventions or treatments, and outcomes. Access to literature within any one cell of the matrix required knowledge of filters used by MEDLINE and CINAHL and adapting these filters to capture subject headings consistent with language development subjects and terms. CONCLUSIONS Future searches are planned and the implications for nursing informatics, education, practice, and research have been articulated. The move toward evidence‐based nursing is international in nature.
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