PURPOSE. The aim of this paper is to describe an educational strategy for teaching standardized nursing languages (SNL) used in both the classroom and clinical components of a psychiatric–mental health nursing course at the associate degree level.
DATA SOURCES. Data included a review of the relevant literature, teaching experiences, and faculty and student experiences.
DATA SYNTHESIS. Enhancing associate degree student nurses' competency regarding diagnosis and interventions is essential to influence positive health outcomes. Use of diagnostic, outcome, and intervention classifications for learning nursing care promotes critical thinking, individualization of nursing care, and students' fluency with SNL. One possible teaching strategy to assist students to learn and use SNL was implemented through the use of a faculty-developed Student Nurse Documentation Packet.
CONCLUSIONS. The educational strategy provided students opportunities to enhance their experience with the SNL to plan and document care of individuals experiencing psychiatric–mental health problems.
IMPLICATIONS FOR NURSING. The educational strategy used in this program was judged to be successful. Research is needed to provide empirical evidence of the efficacy of this pedagogical strategy for increasing knowledge and enhancing students' competency.