Introduction: One of the tasks of nurses who are clinical mentors to students is also to give nursing diagnoses. By using the knowledge gained from studying passed down by their mentors and university teacher, students use nursing diagnostic criteria and develop critical thinking when giving nursing diagnoses. By using the NANDA-I taxonomy of nursing diagnoses, which provides not only the label, but also the definition and the evaluation criteria, students learn how to give a diagnosis to an elderly person. Purpose: The scope is to present how students are being taught nursing diagnoses in elderly people, as well as to analyse the data from existing research in the field of nursing diagnoses in a clinical environment and the critical thinking of students when they are giving nursing diagnoses. Methods: We used the descriptive working method. It consisted of the review of publications which were published between 2008 and 2018. The literature used was in Slovene and English. We used the phrases: nursing diagnoses, mentorship, students, nursing students, NANDA-I taxonomy, elderly people. The analysis included 11 articles. Results: The key element is the use of the NANDA-I taxonomy which allows an easier selection of nursing diagnoses and an increased accessibility. Students develop critical thinking when determining the nursing care plan, they define the nursing diagnosis, choose the appropriate intervention, set the goals and evaluate the nursing process. Discussion and conclusion: There are very few publications on the teaching of nursing diagnoses as a distinctive feature of the nursing profession in Slovenia. When seeing similar terms in different nursing diagnoses students get confused. As clinical mentors nurses are being increasingly innovative when teaching nursing diagnoses, with the aim to encourage students to use the NANDA-I taxonomy.
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