Abstract
Objective: This study aimed to determine how nursing students' knowledge of the Omaha care plan has changed following their training in the Omaha classification system. Finding nursing students' opinions on the Omaha system utilized in school health practice was another objective of the study. Materials and Methods: This research covers the qualitative part of a mixed-method intervention study. Students from the Faculty of Health Sciences, School of Higher Education, Bursa Uludağ University were interviewed for the study between June and July 2019. The population of the study consisted of 153 students taking public health nursing courses at Bursa Faculty of Health Sciences, Faculty of Health Sciences, and 52 students who agreed to participate in the study were sampled. Numbers, percentages, and a Wilcoxon sign test analysis were utilized to examine the data in the SPSS 23.0 program. To evaluate qualitative data, thematic analysis was employed. Results: The Omaha system total score (p < 0.001), problem classification score (p < 0.001), intervention scheme score (p = 0.016), and problem assessment scale score (p = 0.006) of the students after the training were higher and statistically significant compared to their pre-training scores (p = 0.05). Some students evaluated the Omaha system as a difficult, complex, time-consuming, different, important, professional system that allows evaluation of each stage and questioning of causality; while some students evaluated it as a system that they could not understand at all. Conclusion: As a result of the study, students' knowledge levels increased before and after the training.

Keywords: Omaha, Nursing, Student, Evaluation.