The nursing process is a systematic approach forming the basis of professional nursing care. Literature indicates that nursing students experience the most difficulty in determining nursing diagnoses, often focusing predominantly on physical needs while neglecting psychosocial, social, and spiritual dimensions. This situation limits the effective implementation of holistic care. The purpose of this study is to evaluate the effect of a case-based blended learning approach developed for nursing students on their knowledge levels and skills in differentiating, correlating, and accurately expressing psychosocial nursing diagnoses. It is anticipated that the findings obtained will contribute to enriching the content of nursing curricula and improving instructional methods.