The nursing process is a problem-identification and problem-solving process. The process is initiated with assessment (as the information collected provides cues to the health of an individual, family, or community). Some cues are diagnostic. A diagnostic cue is a critical defining characteristic, or clinical indicator, of a functional, dysfunctional, or potentially dysfunctional health state. Consider a diagnostic cue important until investigation of its meaning proves otherwise. Use diagnostic categories as possible explanations of the meaning of cues. Consider alternative possible meanings for a cue or cue cluster (e.g., anxiety, fear, depression).

Investigate the most likely possibilities first. Assess the presence or absence of diagnostic cues. These cues are the criteria that must be present before the diagnostic label is used; they are few in number.

Investigate the probable causes of the problem. Determine the etiological and/or related factors that, if altered, would have the greatest positive effect. Focus intervention on these factors first (e.g., self-care deficit, level III, related to activity intolerance). Avoid premature closure; be sure diagnostic cues are present to justify the diagnostic statement (problem and etiology).

Syndromes do not have etiological or related factors specified. The probable cause is built into the diagnostic label (e.g., see post-traumatic rape, translocation, disuse, sudden infant death).

High-risk diagnoses have risk factors. Intervene on the risk factors that can have the greatest impact in preventing the condition. Focus intervention on these factors first. Risk diagnoses do not have etiological/related factors.