Diagnostic thinking and it’s relationship with clinical competence in emergency nurses working in educational medical hospitals affiliated with Tabriz University of Medical Sciences, 2021

Abstract

Abstract

Diagnostic thinking and it’s relationship with clinical competence in emergency nurses working in educational medical hospitals affiliated with Tabriz University of Medical Sciences, 2021

Background and aim: Diagnostic thinking and clinical competence are the two main domains of efficient nursing care. Diagnostic thinking can has a relationship with different domains of clinical competence in emergency nurses. So this study is done due to assessing the association between diagnostic thinking and clinical competency of emergency nurses working in educational hospitals related to Tabriz university of medical science. Method and Materials: In the present correlation descriptive study, 113 nurses working in emergency wards of teaching hospitals related to Tabriz university of medical sciene by the stratified random sampling method were selected. Data were gathered via a demographic questionnaire, Diagnostic Thinking Inventory (DTI), and Nurse Competence Scale (NCS) from February 2021 til August 2021; then were analyzed by the SPSS version 22. Results: The mean score of diagnostic thinking in nurses working in educational hospitals related to Tabriz university of medical science, was 154/15 (mean range=150-246) and in level one ;it means flexibility in thinking and structure of memory was weak. Also the mean score of clinical competence of emergency nurses was 61/62, which was in good level. Acording to pearson correlation test there was a statistically significant association between total score of diagnostic thinking with total score of clinical competence. Nurses who have a high score in clinical competence, have higher scores in diagnostic thinking too. Although there was a statistically significant association between the flexibility of thinking with work role, and between structure of memory with teaching-coaching function, diagnostic functions, management of situations, therapeutic interventions, and regimens, and work role.(R≠0,P=0)