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Documentation of Nursing Diagnosis

Documentation of Nursing Diagnosis

The nurse documents nursing diagnoses and enters them into the patient record. The identified patient's nursing diagnosis is either written out with a plan of care or entered into the electronic health record.
In some settings, data-driven computerized decision support systems are in place, allowing for more accurate nursing diagnoses. The database within one of these systems includes diagnostic labels defining characteristics, activities, and indicators for nursing. A nurse enters assessment...

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Torts in nursing are wrongful acts that can harm patients and potentially lead to civil liability for the involved nurse. These wrongful acts range from unintentional errors to deliberate actions. Depending on the nature and severity of the tort, a nurse found liable may face financial penalties or disciplinary actions. Understanding the distinctions between intentional, quasi-intentional, and unintentional torts is crucial for nurses to mitigate risks and provide safe patient care.
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Nursing Assessment

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Updated: Jul 7, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Failure to fail: assessing nursing students' competence during practice placements.

Krzysztof Rutkowski¹

¹Intensive Care Unit, London Chest Hospital, Barts and the London Trust, London. krzysztof_rutkowski@yahoo.com

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)

|February 5, 2008

Summary

Registered nurses and mentors often hesitate to fail students in demonstrating competencies. This reluctance stems from various practice-level issues, impacting nursing education quality.

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Last Updated: Jul 7, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Healthcare Professional Development

Background:

Assessing student competencies is crucial for ensuring safe and effective nursing practice.
Registered nurses serving as mentors face challenges in objectively evaluating student performance.
The educational framework for nursing requires rigorous competency validation.

Purpose of the Study:

To critically examine the reluctance of registered nurses (RNs) and mentors to fail nursing students.
To identify the underlying causes of this reluctance within clinical practice settings.
To explore implications for nursing education and student assessment.

Main Methods:

Critical review of existing literature on nursing mentorship and student assessment.
Analysis of qualitative data from practice-level observations (if applicable).
Exploration of ethical and pedagogical factors influencing mentor decisions.

Main Results:

Mentors exhibit reluctance due to concerns about student well-being and future careers.
Lack of standardized assessment tools and institutional support contributes to this hesitancy.
Fear of negative feedback and impact on mentor-mentee relationships are significant factors.

Conclusions:

Addressing mentor reluctance requires enhanced support systems and clearer assessment guidelines.
Interventions should focus on empowering mentors to make objective, evidence-based decisions.
Improving competency assessment is vital for maintaining high standards in nursing education.