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Isolation of Cognate RNA-protein Complexes from Cells Using Oligonucleotide-directed Elution
Published on: January 16, 2017
Diagnostic reasoning in the RN-to-NP transition: An interpretive description study
Sarah Pirani1, Jane Tyerman2, Michelle Lalonde3
1School of Nursing, University of Victoria, 3800 Finnerty Road, Victoria, V8P 5C2, British Columbia, Canada.
Nurse Education Today
|July 29, 2026
Summary
Nurse practitioner (NP) students view diagnostic reasoning (DR) as a complex, identity-shaping process during their education. Prior experience influences DR development, which is supported by structured learning and mentorship.
Area of Science:
- Nursing Education
- Advanced Practice
- Clinical Reasoning
Background:
- Diagnostic reasoning (DR) is crucial for nurse practitioners (NPs), marking a significant responsibility shift from registered nurses (RNs).
- Limited research explores DR development from the learner's perspective, focusing instead on teaching strategies.
Purpose of the Study:
- To explore NP students' understanding and experience of diagnostic reasoning (DR) development during education.
- To examine the influence of prior nursing experience and clinical environments on DR.
Main Methods:
- Qualitative study using Interpretive Description.
- Semi-structured interviews with 24 final-semester NP students from two Canadian universities.
- Thematic analysis through iterative coding and constant comparison.
Main Results:
- DR development involves identity transformation and accepting diagnostic accountability.
- Prior RN experience offers benefits (pattern recognition) but can also limit diagnostic breadth.
- Developing DR is challenging due to complexity, cognitive load, and uncertainty.
- Self-regulation, simulation, preceptors, and reassessment support DR growth.
Conclusions:
- NP students perceive DR as a cognitive, relational, and identity-forming process, including accountability.
- Educational strategies should address role transition, relational skills, and structured reasoning to prepare NPs for practice.
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