How do you teach the nursing process?

Quick addendum: "The Nursing Process" is a lot like Jesus, in a way. Everyone knows who Jesus is and claims devotion to him. But put a Catholic, Presbyterian, and Baptist in a room and the disputations will never end. Same way with two or three nursing educators and the nursing process. I have been trying to actually use benign words like "critical thinking" or "clinical reasoning" and "problem statement" as opposed to "nursing diagnosis."

My question is really pretty broad. I'd take logical thought about patient care in any form I can find it. I am just not finding it in my students.

Thanks.

I teach skills in an RN program as well as clinical. I'm continuously referring to the nursing process in my demonstrations of skills. I ask the students to give me examples of nursing diagnoses that would be appropriate for the particular skill I'm teaching. I then talk about the assessments necessary to that skills and then, of course, the interventions that are related. In clinical, I challenge my students to identify for me the main nursing focus of their day, i.e., safety because a patient was confused and trying to get out of bed. Then they have to share with their peers in post-conference discussion, all the things they did to keep their patient safe (their goal) during their shift. I generally see good care plans from my students in clinical. Hope this helps.

For medsurg teaching on specific diseases we start with overview, assessment, management, then potential nursing diagnosis with examples of related to and evidenced by followed by outcomes and nursing interventions. We wrap it up with evaluation ....the plan of care is considered effective if.......

Report is ISBARR format completed on every pt in clinical. For care plans the students must prepare in same format we teach. They are required to include the related to and as evidenced by specific to their pt.....takes them awhile to get it but when teaching is presented in this format it helps.

A major issue is that we try to teach nursing process as an entirely separate entity, when in reality it is integrated into our daily care routines. Students should not think "First I go to clinical and do tasks, then I go home and write a care plan," yet you'll find most subscribe to that mentality. Why? In part, because the working world expects psychomotor skills. Students think being a nurse means starting a difficult IV or dropping an NG. In my experience, we must model this process. I don't try to teach the nursing process just in class. I teach it by modeling in clinical. I think out loud. We focus on a different part of the process each day at clinicals. For example, if today's focus is assessment, we form assessment groups and assess as many patients as possible. I ask students things like :

What assessments are key to perform for a patient with "x"?

How do our findings reflect pathophysiology?

Why do these findings differ between patient "x" and "y"?

What assessment findings would indicate a therapeutic response to treatment?

What assessment findings would indicate deterioration, and what would be your priority actions?

Think out loud with them, from day one until graduation.

Some still will not make the connection to an extent that they can safely practice. These students should not be passing.

I remember when i was in school what helped me was a presentation by a fellow student (who was a teacher starting a new career) on how the nursing process is the nursing term for critical thinking. It made so much sense afterward and was very helpfull to most of the class. After that presentation I used the steps in critical thinking knowing how closely related it was to nursing process except for the NANDA terminologies. How we were taught NANDA was that we were asked to place oursves in the position of patients and ask what we would require if say we just came out of surgery. We would create a list and then convert that into potential problems which would be in the risk category and actual would stay an actual problem. When it came to writing notes we were shown the SBAR method for writing nursing notes. It helped us out alot, even those that needed more instruction