NANDA (formerly the North American Nursing Diagnosis Association, now NANDA International) is the professional organization that develops, standardizes, and publishes the official taxonomy of nursing diagnoses. NANDA diagnoses are used in nursing education, electronic health record care plan documentation, and standardized nursing language systems like NIC (Nursing Interventions Classification) and NOC (Nursing Outcomes Classification).
| Type | Definition | Example |
|---|---|---|
| Problem-focused (Actual) | A clinical judgment about an undesirable human response that currently exists | Impaired Gas Exchange, Acute Pain, Deficient Fluid Volume |
| Risk | A clinical judgment about vulnerability to an undesirable response — the problem does not yet exist | Risk for Aspiration, Risk for Pressure Injury, Risk for Falls |
| Health Promotion | A clinical judgment about motivation and desire to increase well-being and actualize health potential | Readiness for Enhanced Nutrition, Readiness for Enhanced Self-Management |
| Syndrome | A cluster of actual or risk diagnoses that occur together and are best addressed together | Frail Elderly Syndrome, Chronic Pain Syndrome |
Actual (problem-focused) nursing diagnoses are written in a three-part format using the PES structure:
P — Problem: The NANDA nursing diagnosis label. This is standardized language — you use the official NANDA diagnosis name, not a paraphrase. Example: "Impaired Gas Exchange"
E — Etiology (Related to): The causative or contributing factor that nursing interventions will address. Written as "related to..." This is the factor nurses can actually influence. Example: "related to alveolar-capillary membrane changes secondary to pneumonia"
S — Signs and Symptoms (As evidenced by): The objective and subjective data that support this diagnosis — the evidence that the problem exists. Example: "as evidenced by SpO2 88% on room air, respiratory rate 28, patient reporting dyspnea"
Combined: Impaired Gas Exchange related to alveolar-capillary membrane changes secondary to pneumonia as evidenced by SpO2 88% on room air, respiratory rate 28, and patient-reported dyspnea
Risk diagnoses use only two parts (P and E — no signs and symptoms because the problem hasn't happened yet): Risk for Aspiration related to decreased level of consciousness and absent gag reflex
| Nursing Diagnosis | Commonly Related To | Common in Setting |
|---|---|---|
| Acute Pain | Surgical incision, trauma, disease process | Med-surg, PACU, post-operative care |
| Impaired Gas Exchange | Pneumonia, ARDS, heart failure, COPD exacerbation | ICU, pulmonary units, med-surg |
| Ineffective Airway Clearance | Excessive mucus secretions, weak cough, decreased consciousness | ICU, post-operative, pneumonia patients |
| Deficient Fluid Volume | Vomiting, diarrhea, hemorrhage, diaphoresis, inadequate intake | All acute care settings |
| Excess Fluid Volume | Heart failure, renal failure, aggressive IV fluid therapy | ICU, cardiac units, med-surg |
| Risk for Falls | Altered gait, cognitive impairment, medications (antihypertensives, sedatives), weakness | All inpatient settings; universal fall risk assessment required |
| Risk for Infection | Surgical incision, invasive lines, immunosuppression, altered skin integrity | All acute care settings; particularly ICU and post-operative |
| Impaired Physical Mobility | Post-operative pain limiting movement, neurological impairment, orthopedic injury | Ortho, neuro, post-operative, ICU |
| Anxiety | Unfamiliar healthcare environment, new diagnosis, procedure anticipation | All settings; particularly pre-op, oncology, ICU family-facing care |
| Deficient Knowledge | Lack of prior exposure to diagnosis, medication, or procedure; language barrier; low health literacy | All settings; discharge planning emphasis |
| Impaired Skin Integrity / Risk for Pressure Injury | Immobility, incontinence, poor nutrition, peripheral vascular disease | ICU, long-term care, any immobilized patient |
| Ineffective Tissue Perfusion | Reduced cardiac output, arterial occlusion, shock states, vasospasm | ICU, cardiac, vascular patients |
The most common error nursing students make is writing a medical diagnosis as a nursing diagnosis. "Congestive Heart Failure" is a medical diagnosis — it names the disease. Nurses cannot independently diagnose congestive heart failure. Nurses can diagnose and address the human responses to congestive heart failure: "Decreased Cardiac Output," "Excess Fluid Volume," "Activity Intolerance," "Impaired Gas Exchange."
Similarly, "Hypotension" is a sign, not a nursing diagnosis. The nursing diagnosis might be "Deficient Fluid Volume" (if hypotension is from volume depletion) or "Decreased Cardiac Output" (if from pump failure). The nursing diagnosis names the underlying problem that nursing can address — not the symptom the nurse observes.
A nursing care plan is structured around nursing diagnoses: for each nursing diagnosis, the care plan specifies the expected patient outcomes (using NOC language in formal academic care plans) and the nursing interventions (using NIC language) that will achieve those outcomes. The evaluation section documents whether outcomes were met.
In clinical practice, care plans in electronic health records (Epic, Cerner, Meditech) typically prompt nurses to select nursing diagnoses and associated interventions from structured pick lists rather than write full three-part statements. The underlying logic — nursing assessment identifies a problem, a standardized diagnostic label names it, nursing interventions address it, outcomes are evaluated — is the same regardless of format.
Priority-setting in care plans: not all nursing diagnoses are equal in urgency. Using Maslow's hierarchy (physiological needs before psychological needs before self-actualization) and the actual vs. risk distinction (actual problems before risk problems) helps students and nurses prioritize which diagnoses to address first when resources or time are constrained. An "Impaired Gas Exchange" is prioritized before "Anxiety" not because the anxiety doesn't matter but because the patient cannot address anxiety if they cannot breathe.
Related guides: How to succeed in nursing school | Next Generation NCLEX guide
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