O processo de diagnosticar e o seu ensino

Abstract

The subject of the present study is the teaching of the ability of diagnosing to nursing students. It has the general objective of verifying the adequacy of the elaboration of the analysis and synthesis process and its relation to the establishment of nursing diagnosis. After the development of the programmatic content of the Medical Nursing Discipline, students individually elaborated, facing a hypothetic situation, the diagnosis process (RISNER, 1986), obtaining a total of 106 diagnosis formulations (Taxonomy I of North American Nursing Diagnosis Association). The major difficulties were in the areas of "the establishment of relations and "data clustering". Authors suggest the stimulation of the development of the process of thinking inherent to analysis and synthesis since the beginning of undergraduate course.

The Influence of Nursing Diagnosis on Information Processing by Undergraduate Students

“…In the study by Carvalho et al (1996), for 90.5% of the possibilities the students applied correct diagnostic denominations. This frequency of success is very high compared to the results of this study.…”

“…The results of this study showed there had been significant improvement in the students' performance after the addition of this content. One of the objectives of the Carvalho et al (1996) study was to venfy the pertinence of the content in each stage of the diagnostic process, which included clustering of data by students based on actual clinical situations. The results showed that the students' lowest rate of error was in the data clustering stage.…”

“…It is difficult to determine which factors led to the difference in results between the two studies, but we can consider some possibilities regarding the methods used. First, the nursing diagnosis teaching in the study of Carvalho et al (1996) has a theoretical-practical approach. Certainly this approach, in which the student can experience application of nursing diagnosis in actual clinical situations, is a superior strategy to the one used in this study involving classroom activities only.…”

Estudo de caso como estratégia de ensino do processo de enfermagem e do uso de linguagem padronizada

“…Eles se confundiram com frequência entre diagnósticos reais e de risco, assim como quanto aos conceitos de "características definidoras", "fatores relacionados" e "fatores de risco". Apresentaram ainda dificuldades para priorizar algumas respostas humanas e intervenções, propondo longas listas de Diagnósticos e de intervenções, o que é esperado para estudantes de graduação em Enfermagem e observado por outros autores (6)(7)(8) . Porém, identificaram satisfatoriamente problemas, propuseram diagnósticos e intervenções relevantes às necessidades do paciente em questão.…”

“…Eles também apresentaram grande tendência a tentar descrever problemas médicos como Diagnósticos de Enfermagem. O que também se observa em outros estudos (7)(8)(9) . Uma vez que cada grupo teve 20 minutos para apresentar seu tema, o que incluiu Diagnósticos de Enfermagem e intervenções relacionadas, notou-se que a riqueza das discussões presentes nos trabalhos escritos de alguns grupos não esteve presente na apresentação oral.…”