Purpose. The purpose of this study was to examine the effects of knowledge/experience and problem complexity on the generation of hypotheses during diagnostic problem solving in the nursing knowledge domain.

Method and Procedures. One hundred baccalaureate nursing students from three known groups voluntarily participated in the study. Each subject completed three hypothetical situations of varying complexity. The two dependent measures were the total number of responses and the number of appropriate responses. The data from the 3 x 3 cross sectional design and were analyzed using univariate and multivariate analysis of variance for repeated measures.

Results. A significant difference in hypothesis generation was revealed in relationship to problem complexity in the multivariate analysis of variance. No significant differences were shown related to level of knowledge/experience. Results revealed no significant interaction between level of knowledge/experience and problem complexity.

Conclusions. Findings from the study supported the hypothesis that the total number of hypotheses generated across levels of knowledge/experience would be the same. There was evidence that increased problem complexity had a significant effect on the number of appropriate hypotheses generated. There was no support for the hypothesis that students with more knowledge/experience would generate more appropriate hypotheses or that the total number of hypotheses generated would decrease as a result of an increase in the problem complexity. Educational and theoretical implications are discussed and suggestions are made for future research.