Introduction: Nursing diagnoses form the basis for selecting appropriate and correct nursing interventions with which nurses achieve the expected outcomes. That is why it is crucial, to teach nursing students how important it is to use nursing diagnosis and decision-making, and to create nursing plans during clinical assignments. Purpose: The purpose of this study was to present the knowledge, perception and opinion of 2nd and 3rd year students of the Faculty of Health and Science, University of Ljubljana, in connection with nursing diagnoses, and to examine the problems they encounter in their use. Methods: We used a descriptive research method and quantitative research design. Foreign and domestic professional and scientific literature was reviewed in order to establish theoretical starting points and to design an appropriate survey questionnaire. As a data collection technique, we used an online survey questionnaire. The data was analyzed and processed using Excel. Statistical data processing was performed in IBM SPSS 25. Results: From the study, we found that the mode, year of study, and previously completed nursing school did not statistically significantly affect on better understanding of nursing diagnoses. 52 % of students agreed that nursing diagnoses are a priority topic of nursing. 41 % of students state that they often face difficulties in making accurate nursing diagnoses when preparing nursing plans. 97 % of students encountered the formulation of nursing diagnoses according to the NANDA-I method. Students argue that the use of nursing diagnoses in the clinical setting is hampered primarily by a lack of motivation and control among nurses, and by nurses attitudes toward the use of nursing diagnoses. 42 % of students believe that clinical mentors pay more attention to medical diagnoses than nursing diagnoses. Regarding the more attention paid to medical than nursing diagnoses by higher education techers, 40 % of students are undecided. Discussion and conclusion: Nursing diagnoses represent the basis and the most important element in the nursing process. Therefore, it is necessary to devote more time to studying which learning methods are most suitable for teaching nursing diagnoses. From this, we can then design different ways of teaching. In this way, higher education teachers as well as clinical mentors will be able to teach students quality and useful knowledge about nursing diagnoses. Through good clinical training, students learn to preform nursing interventions according to prescribed standards and respond effectively to a given situation. With this and with the quality acquisition of theoretical knowledge, students will be able to develop basic skills for the use of nursing diagnoses, which will be an important element in nursing and will be used in their career path.
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