Characterization of strategies for teaching Nursing Diagnoses: a scoping review

Purpose: To map the characteristics of strategies employed in teaching nursing diagnoses within undergraduate nursing programs Methods: A scoping review was conducted following JBI methodology. The literature search was in March 2025, across seven data bases. Twenty-nine studies published between 1993 and 2024 were included. Results were systematically presented in tables and narratively. Findings: The strategies identified include simulation (n=7), virtual tools (n=6), educational programs (n=6), group work (n=3), case studies (n=3), and other methods (n=4) such as board game, outcome present state test model, guided visual metaphorical strategy and arch method. Simulation and virtual tools showed consistent positive results in diagnostic reasoning, documentation, and student engagement. Conclusions: The findings highlight the predominance of active, student-centred methodologies that foster critical thinking and reflective practice. These strategies enhance diagnostic competence and better prepare students for clinical decision-making. The review underscores the need for standardized evaluation tools and longitudinal research to assess the sustainability and scalability of these approaches across diverse educational contexts. Implications for nursing practice: Incorporating these strategies into undergraduate curricula can better prepare nursing students for clinical decision-making, improve diagnostic accuracy, enhance patient safety, and foster reflective, evidence-based practice.