AbstractThe nursing diagnosis is a complex intellectual activity demanding teaching strategies that stimulate the clinical reasoning from the professional formation. This study aims to discuss the teaching-learning process of the nursing diagnosis through results of studies that emphasized the nursing diagnosis and its implications in the teaching. To analyze the researches, it was done an attentive reading and another one in full to identify similar themes in them. As a result of this analysis, two themes were revealed: the clinical reasoning in the identification of the nursing diagnosis and the teaching-learning process of the nursing diagnosis. The researches emphasize the importance of the clinical reasoning in the identification of the nursing diagnosis and they show the relevance of the critical thought in the teaching of it. It is evidenced that this teaching should extrapolate technical dimension and be based on strategies that stimulate critical and logical thought and clinical reasoning.