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Social problem-solving in Chinese baccalaureate nursing students
Jinbo Fang1, Ying Luo2, Yanhua Li3
1Department of Nursing, West China Hospital, Sichuan University, Chengdu, Sichuan, China.
Journal of Evidence-Based Medicine
|October 30, 2016
Summary
Social problem-solving skills in Chinese nursing students vary with teaching methods. Self-directed and problem-based learning enhance these abilities, while critical thinking training may increase negative problem-solving approaches.
Area of Science:
- Nursing Education
- Social Psychology
Background:
- Social problem-solving is a crucial competency for nurses.
- Understanding factors influencing these skills in nursing students is essential for curriculum development.
Purpose of the Study:
- To describe the social problem-solving (SPS) abilities of Chinese baccalaureate nursing students.
- To investigate the relationship between teaching-learning strategies and SPS skills.
Main Methods:
- A descriptive cross-sectional study involving 681 Chinese baccalaureate nursing students.
- Utilized the Chinese version of the Social Problem-Solving scale.
- Data analyzed using descriptive statistics, independent t-tests, and one-way ANOVA.
Main Results:
- Final-year nursing students exhibited the highest positive SPS scores.
- Students with self-directed and problem-based learning experience showed significantly higher positive problem orientation.
- Critical thinking training was associated with higher negative problem-solving scores.
Conclusions:
- Teaching-learning strategies significantly impact social problem-solving abilities in nursing students.
- Self-directed and problem-based learning are recommended to enhance SPS skills.
- Further research may explore the nuanced effects of critical thinking training.
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