Despite advancements in health care, the implementation of the NNN system – standardised nursing language incorporating NANDA-I diagnoses, NOC outcomes, and NIC interventions – within Estonia’s health information system has been slow. Studies across various healthcare settings reveal persistent gaps in nursing documentation, compounded by limited technological support and inadequate backing from colleagues and leadership. These issues compromise patient care quality, service continuity, and information sharing among healthcare professionals.
Empirical observations indicate that nurses lack sufficient education on the importance and practical use of standardised nursing language. To address this, an ethnographic study was conducted at Tallinn Health Care College (now Tallinn Health University of Applied Sciences), analysing the nursing curriculum and interviewing 13 educators to identify both facilitators and barriers in teaching NNN to students. Learning NNN classifications accounts for 125 of the 210 ECTS credits in the curriculum, with progressively complex situation-based assignments. Challenges include students’ reliance on existing materials rather than independent reasoning, particularly in selecting appropriate NIC and NOC. Faculty interviews produced 84 codes, grouped into eight main themes, highlighting strengths and areas for improvement. Based on these insights, we aim to enhance practical NNN training within the curriculum and offer continuing education for working nurses.
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