ABSTRACT Aim This study explored nursing students' perceptions of the instructional approaches to teaching nursing diagnosis. Design An exploratory, descriptive qualitative study design was utilized. Methods A total of 29 fourth‐year nursing students from eight public universities in Turkey were recruited through social media and snowball sampling. Data were collected via face‐to‐face interviews conducted on Zoom between May and June 2023 and transcribed verbatim. Thematic analysis and constant comparison were used for data analysis. The study adhered to COREQ guidelines. Results Thematic analysis identified four main themes with subthemes reflecting students' perspectives: (1) Teaching methods, including (i) inadequate practical training in clinical settings and (ii) ineffective feedback in clinical practice; (2) Utilization of NANDA‐I diagnoses in practice, encompassing (i) challenges in appl
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