i just got my copy of nursing diagnoses: definitions & classification 2005-2006 from nanda. it clearly classifies, defines and lists the common characteristics or risk factors and other related elements that make up the background of each diagnosis.

i teach in an adn program in southern ca. we utilize the roy model & the nursing process in writing care plans. one criteria for grading is the use of nanda terminology. i reinforce the use of defining characteristics (1st level behaviors - roy model) when using nursing diagnoses.

it's a joy when i read care plans that flow from defining characteristics to nursing dx , expected outcomes, nursing interventions & evaluation. it's like a beautiful orchestral symphonic melody.

then there are those care plans that feel like the student is scracthing his/ her nail all the way down a blackboard!. i grit my teeth at the torture of having to grade that care plan. i give these students special tutoring time during my office hours. with time & patience, most students understand how the defining characteristic relate to the nsg dx.

(btw- i enjoy all of your posts.)

Daytonite, this is an excellent resource on nursing diagnoses and the nursing process :)

http://www.rsu.edu/faculty/LAndrews/ndx.ppt

i just got my copy of nursing diagnoses: definitions & classification 2005-2006 from nanda. it clearly classifies, defines and lists the common characteristics or risk factors and other related elements that make up the background of each diagnosis.

i'll chime in as a first year student. we have had some lecture focused on proper use of nursing diagnosis and how to use the book and make out individualized care plans. (our school uses gordon's fh) our nursing texts are structured in such a way that they address the nursing process for every subject. there are separate headings going from adpie. this helps because it shows us the framework for using the cues from assesment to come up with possible nd's. - a student perspective.