Date of Award
Bachelor of Health Science Honours
Faculty of Health and Human Sciences
In this study it was proposed to examine the effect of educational intervention on nurses' abilities to write nursing diagnostic statements. Studies have shown that the way nurses write nursing diagnoses is an area of weakness in the overall documentation process, and this was perceived by the researcher as being true also in Western Australia. One reason for this, identified in the literature, appears to be lack of education in writing nursing diagnoses. This study was conducted in a 190-bed public hospital using an experimental research design, using control and experimental groups to test the hypothesis that nurses' abilities to write nursing diagnoses correctly will be improved by inservice education. A sample of 50 nurses was surveyed and were assigned to two groups of 25. Both groups were pre and post tested. Following data collection, the results were statistically analysed using Analysis of Covariance to determine the effects of the education. Results of the analysis revealed that the education of the 25 experimental group nurses had a significant effect on their ability to write nursing diagnoses - F(1,29) = 144.35; p<0.00l. Other variables - educational background, level of experience, and nursing position held were also examined but these did not appear to have an impact on the nurses' knowledge of nursing diagnoses. This study supports the conclusions reached by three previous studies on this subject, that an area of weakness does exist in this area of documentation, and that nurses can be taught how to write nursing diagnoses correctly in their workplace.
Boardley, G. N. (1991). Do Nurses Write Nursing Diagnoses Correctly?. Retrieved from http://ro.ecu.edu.au/theses_hons/396