PURPOSE. To examine the influence of a nursing diagnosis course on the information processing by undergraduate students.
METHODS. A quasi-experimental study conducted with two groups (experimental, n = 15; control, n = 22) of undergraduate nursing students, subjecting only one to a nursing diagnosis course. The students' ability to identify, cluster, and name clusters of relevant data were compared between and within groups.
FINDINGS. After the course, the experimental group performed better than the control group in the three activities studied.
CONCLUSIONS. The results of this study suggest that the nursing diagnosis content in teaching favors clinical reasoning to determine the patient's nursing care.
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