| Sumario: | Background: Diagnostic reasoning (DR) is a critical skill for nurse practitioners (NPs). This article provides an update of a 2022 scoping review of DR content in NP education, highlighting advances in curriculum integration. Objective: To assess the degree that scholarly literature about clinical reasoning in NP education includes DR; identify how DR is defined in NP education; and describe the teaching methodologies used to support DR-related knowledge, skills, and/or attitudes. Methods: We examined and categorized the literature from the past 2.5 years, assessing the scope, current status, and impact of DR-related content in NP education programs. Results: Literature reviews emphasized meta-cognitive strategies and competency assessment. Case reports described innovative teaching interventions and objective measures of student competency. Primary research articles explored a variety of DR topics, including survey research, diagnostic accuracy, structured reflection, and tool validation studies. New contributions included model and tool development articles for teaching and evaluating DR. Conclusions: Substantial progress was seen in the integration of DR components, theory, evidence-based teaching, and evaluation approaches in NP education, demonstrating increased awareness of the importance of DR competencies for NP students. Extending these advances to faculty, preceptor, and NP research development will provide important foundations for NP education and scholarship.
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