Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

Autor/in	Ancel, Gulsum
Titel	Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students
Quelle	In: Eurasian Journal of Educational Research, (2016) 64, S.231-246 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Problem Solving; Nursing Students; Foreign Countries; Self Efficacy; Skill Development; Statistical Analysis; Pretests Posttests; Teaching Methods; Undergraduate Students; Likert Scales; Self Concept Measures; Turkey; Self Efficacy Scale + Suchen Sie Ihr Suchwort? Problemlösen; Ausland; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Türkei
Abstract	Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach problem-solving skills. The present study, as a first study in Turkey, may provide valuable insight for nurse academicians employed at üniversities. Purpose of the Study: This study aims to determine the effect of problem-solving training, through a management course, on nursing students' perceived problem-solving skills and self-efficacy beliefs. Method: Study data, based on pretest-posttest application and a semi-experimental design, were collected using a socio-demographic data form, Problem-Solving Inventory, and Self-Efficacy Scale. Data were analyzed with the Statistical Package for Social Sciences (SPSS) version 15.0 using definitive statistical analysis, the Wilcoxon test, and the Spearman correlation test for inter-scale relations. Findings: After training, the Problem-Solving Inventory (PSI) and Self-Efficacy Scale scores showed a significant difference (p<0.05). Regarding PSI subdimensions, it was determined that students receiving training perceived themselves as more competent in the Reflective Approach, the Evaluative Quick Approach, and the Planned Approach (p<0.05), but there was no difference in the Quick Approach, Abstention Approach, And Self-Reliable Approach. A positive, medium-level but statistically insignificant relation between perceived problem-solving and self-efficacy has been found. Conclusions and Recommendations: This study shows that training for problem-solving through a structured management course improves confidence in problem-solving skills and self-efficacy beliefs. In light of this, nursing students should be trained in more creative ways than just traditional methods, and PS strategies related to management should be integrated into the nursing process. In this regard, academicians should be aware of the importance of the teaching method used and the content of the course. It is also considered that examining multidimensionally to what extent the nursing process improves PS skills would be useful. Further study is needed to clarify the relation between training programs and perceived problem-solving in different samples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01