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Discussion

NANDA NIC and NOC

I get that we need(ed) a standardized, agreed upon language for research and publishing and it's handy to have all of it (diagnoses, outcomes and actions) codified in EMR for the purposes of our own retrospective data collections. However, these (the 3N's) belong to NANDA-I. (To be honest... I don't know how anyone "owns" words, but there it is.) So, we may "think" them, we just can't publish and/or use them w/out permission. (I cannot publish a catalogue of the 3N's, for example.)

So... when we try to teach students clinical reasoning, why do we constrict and restrict them to using the 3N's?

1) They won't remember it.

2) They can't take it with them

3) These tedious lists and labels are not part of the lingua franca of bedside nursing.

Yet we put students through the wringer in classes and assignments forcing them to use this language to express their thoughts about patient care.

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    While I agree...this has become the standard. What boggles my mind is why does it appear that many schools do not recommend to students to get the cheap NANDA bible?

    I live in the student forum. It never ceases to amaze me that students do not have the NANDA book. I think studetns would have a much clear understanding of expectations and reap a greater benefit.

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    Our school uses Ackley and Ladwig which... in its own way (this section for this... that section for that... flip here, turn there...) contains the 3 N's. And I know that Med-Surg I and II faculty (bless their hearts) do their best to show students how to use it.

    But I'm serious as a heart attack... when these students get to Med-Surg III they are clueless. And it cuts across GPA. The good students are as mystified as the weak ones.

    PS: I think I will also hang around the student pages more also. I just cannot understand why this is so hard.

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