Yalcinkaya, TurgayUnsal, ErkanDonmez, AysegulYucel, Sebnem Cinar2025-03-232025-03-2320251472-6955https://doi.org/10.1186/s12912-025-02724-7https://hdl.handle.net/11486/5133BackgroundStandardized nursing terminologies play a crucial role in describing and documenting nursing care. For students, learning the components of the NANDA-I terminology-such as defining characteristics and related factors-accurately is essential for determining nursing diagnoses. However, there is a notable lack of qualitative studies investigating Turkish nursing students' experiences with these terminologies. This study aimed to explore nursing students' experiences regarding NANDA-I nursing terminology.MethodsThis descriptive qualitative study was conducted with 29 second-, third-, and fourth-year nursing students. Data were collected through face-to-face, in-depth, and semi-structured interviews between June 2023 and December 2023. Content analysis was used to analyze the data.ResultsContent analysis revealed four main themes: (a) knowledge and awareness, (b) the facilitating effect of NANDA-I on patient care, (c) improvement of NANDA-I terminology training, and (d) challenges in utilizing NANDA-I.ConclusionsThe findings of this study offer recommendations for nursing educators to make adjustments to the educational curriculum concerning NANDA-I terminology. Developing nursing education curricula is crucial to help students gain a better understanding of NANDA-I terminology and to utilize it effectively in clinical practice.Clinical trial numberNot applicable.eninfo:eu-repo/semantics/openAccessNANDA-IStandardized nursing terminologyNursing studentsNursing educationArticle24110.1186/s12912-025-02724-7398197922-s2.0-85217701959Q1WOS:001400077100002Q1