Related Experiment Video
Updated: Sep 20, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Diagnostic Reasoning Foundations: Theoretical and Scientific Background With Suggested Competencies for Nurse
Sheila Smith1, Mary Mescher Benbenek2, Lauren A Petersen3
1Sheila Smith is a Clinical Professor, University of Minnesota School of Nursing, 5-140 Weaver-Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455 (smit0171@umn.edu).
None:
This article provides a comprehensive narrative review and explanation of the theory, science, and component processes of diagnostic reasoning, based on over 30 years of diagnostic reasoning literature. Building on this background information and the authors' nurse practitioner education and practice expertise, foundational diagnostic reasoning concepts and processes are applied to nurse practitioner education and practice. Foci are suggested for nurse practitioner education competencies in the diagnostic reasoning components of illness scripts and script activation, interaction and encounter management, hypothesis-directed patient evaluation, problem representation and differential diagnosis, value-based testing, identifying and communicating the working diagnosis, developing the management plan, and metacognition and documentation. The desired goals include highest quality practice, diagnostic safety, and improved health outcomes.
More Related Videos
Related Concept Videos
Critical Thinking II
Patient-centered Care
Critical Thinking I
Formulating and Validating Nursing Diagnosis I
There are thirteen domains...
Fundamentals of Nursing Process I
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...

