Abstract

Introduction: The nursing process (NP) constitutes a central methodological framework structuring nurses’ clinical reasoning. It systematically integrates data collection, identification of nursing diagnoses, care planning, implementation of interventions, and evaluation of outcomes. Positioned at the intersection of disciplinary theoretical foundations, clinical practice, and educational frameworks, it represents a major lever for professionalization and continuous quality improvement in nursing care. This review aims to analyze the historical and conceptual evolution of the nursing process, examine its pedagogical implications, and assess, in light of available evidence, its influence on the quality and safety of care. Methods: A systematic literature review was conducted in accordance with PRISMA 2020 guidelines. The databases PubMed/MEDLINE, CINAHL, and Google Scholar were searched from March 1984 to April 2024. French and English keywords were combined using Boolean operators to identify literature addressing the nursing process and its application in clinical reasoning. Results: The PRISMA flow diagram illustrates the systematic selection process. The initial search identified 2,700 publications. After removal of duplicates (n = 590), 2,110 records were screened by title and abstract. Subsequently, 320 full-text articles were assessed for eligibility. Most were excluded due to conceptual misalignment or methodological limitations. At the end of the process, 40 studies were included in the final analysis. Conclusion: The nursing process remains a core methodological foundation of nursing science. Its full potential for improving quality and patient safety requires strengthened educational integration, structured organizational support, and the development of robust clinical outcome indicators.