The impact of institutionalizing the nursing process based on TPSN model on the quality and quantity of nursing diagnoses

Abstract

Aim Nursing diagnosis is the basis of applying nursing process and evidence‐based care in nursing. This issue has been affected by the gap between theory‐practice in nursing. The attending nursing teachers Project aims to create an organizational link between health care centres and nursing schools, reducing the gap between theory‐practice and empowering nurses to apply nursing diagnosis. Design The present study was part of the second cycle of an action research study conducted in the cardiology ward in 2019–2020. Methods Interventions were performed in the form of Teacher, Patient, Student, Nurse Model to empower nurses in quantity and quality of nursing diagnosis. Results The results indicated a significant increase in the number of nursing diagnoses recorded. Moreover, the qualitative criteria based on PES components were found to have changed significantly after the interventions. Empowering nurses in the form of this Project could suggest that creating proper structures between nursing schools and health care centres, full‐time presence of faculty members in hospitals, and enhancing their roles in these institutes will lead to improvements in educational as well as health care systems.