Diagnostic reasoning is an essential skill of the nurse practitioner (NP). The Information Processing (IPM) and Hermeneutics Models (HM) of diagnostic reasoning are used by NPs to accurately diagnose patients. NPs use diagnostic reasoning models differently as they develop from novice to expert. An appraisal of the skill acquisition of novice or student NPs, in diagnostic reasoning skills, and the outcome of making accurate clinical diagnoses, has not been assessed. This lack of understanding of how students develop these essential skills and how successful they are in accurately diagnosing patients leads us to question the current educational instruction and clinical evaluation methods. The purpose of this capstone project was to develop an educational program, based on both models of diagnostic reasoning, and examine the students’ accuracy in diagnosis.
