Self‐control and problem‐solving skills of undergraduate nursing program students, and an analysis of influential factors

2021 ◽  
Author(s):  
Aslihan Ozturk Eyimaya ◽  
Tufan Aslı Sezer ◽  
Ayfer Tezel
Keyword(s):  
Problem Solving ◽  
Influential Factors ◽  
Nursing Program ◽  
Self Control ◽  
Problem Solving Skills ◽  
Undergraduate Nursing

scholarly journals Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

2018 ◽  
Vol 8 (8) ◽  
pp. 34 ◽  
Author(s):  
Seham A. Abd El-Hay ◽  
Samira E. El Mezayen ◽  
Rasha E. Ahmed
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Concept Mapping ◽  
Concept Map ◽  
Clinical Settings ◽  
Undergraduate Nursing Students ◽  
Problem Solving Skills ◽  
Undergraduate Nursing ◽  
Nursing Department

Background and objective: Concept mapping is a powerful instructional tool in the clinical settings that improves competency of undergraduate nursing students in interprets situations, problem solving, decision making and critical thinking in different circumstances. Also enable them to provide optimal comprehensive care for clients. This study was conducted to evaluate the effect of concept mapping on problem solving skills, competence in the clinical settings and knowledge among undergraduate nursing students.Methods: Design and Setting: A quasi-experimental design was used and data were collected from Medical & Surgical Nursing Department and Community Health Nursing Department labs in the Faculty of Nursing, Tanta University. Sample: Random sample of 60 undergraduate nursing students which are selected by using simple random method who are divided into; thirty students from second year and thirty students from fourth year. Tools: Four tools were used for data collection: Tool (I): Structure questionnaire sheet to assess students’ knowledge regarding concept mapping, Tool (II): Case study rubric for assessing concept map, Tool (III): Problem solving skills assessment sheet and Tool (IV): Perception of students about using of concept map.Results: As a result of this research, there were significant improvements among students knowledge about concept map, simulation case study rubric and problem solving skills, in addition to more than three quarter from students had positive perceptions regarding application of concept mapping in the clinical settings.Conclusions and recommendation: Based on the findings of the study, there were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting. Therefore, it is necessary to improve wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties.

scholarly journals The Relationship between Cognitive-Behavioral Skills and Mother-Child Interaction with Symptoms of Conduct Disorder and Oppositional Defiant Disorder in Children with ADHD

2019 ◽  
Author(s):  
Abbas Motavalli Pour ◽  
Ahmad Beh-Pajooh ◽  
Mohsen Shokoohi-Yekta ◽  
Mohammad Hossein Sorbi ◽  
Mohammad Hadi Farahzadi
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Conduct Disorder ◽  
Self Control ◽  
Cognitive Behavioral ◽  
Problem Solving Skills ◽  
Children With Adhd ◽  
Oppositional Defiant ◽  
Child Interaction ◽  
Mother Child Interaction

Introduction: Nowadays, the main focus of modern researches in the field of ADHD has been on the area of comorbid disorders and reducing their symptoms. In this regard, cognitive-behavioral therapies have tried to reduce the symptoms by using methods such as self-control, problem-solving, and social skills. Given the important role of the family, the present study investigated the pre-assumptions of the treatment by addressing the structural relationships between the social skills, problem-solving skills, and self-control with the symptoms of conduct disorder and oppositional defiant disorders in the children with ADHD and the mediating role of the mother-child interaction. Methods: This study was performed on 104 male students, fourth to sixth grade students of the elementary schools in Yazd City, Iran. In this study, the Child Symptom Inventory (CSI), Child-Parent Relationship Scale (CPRS), Problem-Solving Inventory (PSI), Self-Control Rating Scale (SCRS), and Matson Evaluation of Social Skills with Youngsters (MESSY) were used. The results were analyzed with path analysis by SPSS software version 23. Results: Findings showed that problem-solving skills, self-control skills, social skills, and mother-child interaction can explain 75% of the variance of CD and 71% of the variance of ODD in the model. In another section of the analysis, the findings showed that the effect of problem-solving and self-control skills on the mother-child interaction was significant, but the social skills had no significant effect on the mother-child interaction. Also, the problem-solving variable can affect the CD through the mediating variable in the mother-child interaction, and also has a direct relationship with the current disorder but does not have a significant effect on ODD. The self-control variable in addition to its direct relationship to disorder can affect CD and ODD through the mother-child interaction. Conclusion: Self-control, problem-solving, and social skills are associated with the symptoms of behavioral disorders in the children with ADHD, and can be used in designing cognitive-behavioral therapy packages, and also the way the mother and child interact, is effective in this type of treatments. Keywords: Attention Deficit and Hyperactivity Disorder, Conduct Disorder, Oppositional Defiant Disorder, Cognitive Behavioral Therapy, Mother-Child Interaction

A Game-Based Approach to Teaching Social Problem-Solving Skills

2017 ◽  
pp. 168-195 ◽  
Author(s):  
Rebecca P. Ang ◽  
Jean Lee Tan ◽  
Dion H.L. Goh ◽  
Vivien S. Huan ◽  
Yoon Phaik Ooi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Game Design ◽  
Formative Evaluation ◽  
Social Problem Solving ◽  
Self Control ◽  
Problem Solving Skills ◽  
Conflict Situations ◽  
Approach To Teaching ◽  
Future Work

This chapter describes a game-based approach to teaching social problem solving skills. This chapter presents the background, literature review, development and evaluation of a social problem-solving game, Socialdrome, for use with primary school going children in Singapore. The game sought to intentionally teach children to identify and manage feelings, exercise self-control, solve social problems and negotiate conflict situations. This chapter has two objectives. First, we describe the design of Socialdrome, which is in alignment with instructional design and game design principles. In Study 1, we reported a formative evaluation of the game. This led to further refinements of the game. Second, we presented Study 2, an investigation of the learning outcomes and user acceptance arising from using Socialdrome. Here, a summative evaluation of the game in a formal classroom setting was reported. We concluded with directions for future work.

Problem solving skill and Iranian nursing students

2011 ◽  
Vol 26 (S2) ◽  
pp. 477-477
Author(s):  
N. Seyedfatemi ◽  
Z. Moshir Abadi ◽  
L. Borimnejad ◽  
H. Haghani
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Data Gathering ◽  
Personal Control ◽  
Cross Sectional Study ◽  
Nursing Program ◽  
Nursing School ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
The Mean

IntroductionThe ability to solve problems and make decisions creatively has become paramount to new nursing graduates, as these skills assist them with recognizing and evaluating situations that require prompt attention. This study was done to determine nursing student’s problem solving skills in various years of their four-year program.MaterialsThis is a cross-sectional study. Three hundred and twenty two undergraduate nursing students in BSc nursing program participated in this study. The study setting was Nursing School of Iran University of Medical Sciences. The Problem Solving Inventory (PSI; Heppner & Petersen, 1982) was used to data gathering. The scale was divided into three subscales including: problem-solving confidence, approaching avoidance style, and personal control. Low scores were representative of a positive judgment and high scores indicated a poorer judgment of problem-solving abilities. Students involved in the study signed the study Informed consent.ResultsFindings showed that the mean score of problem solving skill was 89.5 ± 21.51. First year students were found to have a mean score of 89.13 ± 18.71, second year students had a mean of 91.57 ± 1.87. The mean score of third year was 91.52 ± 20.8 and for fourth year students was 84.18 ± 27.47. When these results are compared, no significant differences occurred among the student in different years, as well as no difference between nursing students in 3 subscales of problem solving was seen.ConclusionsIt is expected that Nursing school produce practitioners who have the ability to solve problems and make decisions.

scholarly journals Executive Functioning and Problem Solving: A Bidirectional Relation

2019 ◽  
Vol 9 (3) ◽  
pp. 76
Author(s):  
Athanasios Drigas ◽  
Maria Karyotaki
Keyword(s):  
Decision Making ◽  
Executive Function ◽  
Problem Solving ◽  
Executive Functioning ◽  
Cognitive Control ◽  
Emotional Regulation ◽  
Autism Spectrum ◽  
Self Control ◽  
Problem Solving Skills ◽  
Oppositional Defiant

There is a bidirectional relation between one’s executive functioning abilities and problem solving skills as they are both based on self-control. “Hot” and “cold” executive functions account for individuals’ cognitive control and emotional regulation. In addition, problem solving is tied to metacognitive awareness processes, necessary for applying executive function skills in goal setting and decision making situations. Therefore, individuals’ overall cognitive flexibility and emotional regulation can promote the quality, quantity and speed of decision-making processes, such as adaptable and creative information processing as well as efficiency in setting and prioritizing goals. Moreover, individuals with ADHD, Autism Spectrum Disorder, Oppositional Defiant Disorder and individuals with other comorbid states, such as older adults, individuals with Traumatic Brain Injury (TBI) can counterbalance their cognitive control deficits through enhancing their problem solving skills. In addition, an advanced research in the bidirectional relation between executive function and problem solving skills could develop a comprehensive methodology for training and assessing self-regulatory processes.

scholarly journals The Effects of Problem-Solving Skills Training on Self-control Behaviors and Psychotic Symptoms Among Community-Dwelling Patients With Schizophrenia

2018 ◽  
Vol 3 (2) ◽  
pp. 51
Author(s):  
Kuen-Tai Lee ◽  
Jiin-Ru Rong ◽  
Su-Ping Hsu ◽  
Chieh-Yu Liu ◽  
Chian-Jue Kuo
Keyword(s):  
Problem Solving ◽  
Negative Symptoms ◽  
Skills Training ◽  
Community Dwelling ◽  
The Self ◽  
Self Control ◽  
Psychotic Symptoms ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Purpose: Our aim was to evaluate the effects of problem-solving skills training (PSST) on self-control behaviors and the positive and negative psychotic symptoms of schizophrenia in community-dwelling patients.Method: This quasi-experimental study was conducted in 63 adult community-dwelling outpatients with schizophrenia in Taiwan. The control group (n=28) received routine life skills training alone, while the experimental group (n=35) received both routine life-skills and problem-solving training. The data were collected at four time points (at baseline, and at week 6, 12, and 16 [4 weeks after training ended]). This study measured outcome variables including problem-solving skills (using the Self-control Schedule [SCS]), and psychiatric syndromes (using the Positive and Negative Syndrome Scale [PANSS]).Results: Our generalized estimating equation (GEE) model showed a significant improvement in the self-control behavior score in the experimental group at week 12 and 4 weeks after training ended, compared with the control group. In addition, the negative symptoms score was significantly improved at week 12 and 4 weeks after training end, compared with baseline.Conclusion: These results demonstrated that PSST and routine living skills training have a positive impact on the negative symptoms of schizophrenia patients and could improve their problem-solving capacity and skills for dealing with daily life and health problems and could moderate negative psychotic symptom severity.

scholarly journals Hubungan Antara Keterampilan untuk Sukses dan Prestasi Akademik Siswa Madrasah Aliyah Kabupaten Situbondo

2017 ◽  
Vol 2 (1) ◽  
pp. 92-107
Author(s):  
Hanik Mufaridah
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Problem Solving ◽  
Time Management ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Self Control ◽  
Need For Achievement ◽  
School Students ◽  
Problem Solving Skills

The purpose of this study is to find out empirical evidence of the relationship between skills for success and academic achievement of Islamic Senior High School students in Situbondo regency. Data were collected with self-discipline scale, self-efficacy scale, need for achievement scale, self-control ability scale, time management skill scale, problem solving skill scale and scores of mathematics, physics, chemistry and biology which analyzed by Spearman correlation. The sample was obtained by using multistage random sampling technique. The results of studies from various literatures conclude that self-discipline, self efficacy, need for achievement, self-control ability, time management skills, and problem solving skills have a significant positive relationship with students’ achievement. And from the findings that will be obtained, there is one factor from the six factors that contribute greatly to the students’ academic achievement, so that factor will need to get attention especially from the teachers.

A Game-Based Approach to Teaching Social Problem-Solving Skills

2018 ◽  
pp. 525-553
Author(s):  
Rebecca P. Ang ◽  
Jean Lee Tan ◽  
Dion H.L. Goh ◽  
Vivien S. Huan ◽  
Yoon Phaik Ooi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Game Design ◽  
Formative Evaluation ◽  
Social Problem Solving ◽  
Self Control ◽  
Problem Solving Skills ◽  
Conflict Situations ◽  
Approach To Teaching ◽  
Future Work

This chapter describes a game-based approach to teaching social problem solving skills. This chapter presents the background, literature review, development and evaluation of a social problem-solving game, Socialdrome, for use with primary school going children in Singapore. The game sought to intentionally teach children to identify and manage feelings, exercise self-control, solve social problems and negotiate conflict situations. This chapter has two objectives. First, we describe the design of Socialdrome, which is in alignment with instructional design and game design principles. In Study 1, we reported a formative evaluation of the game. This led to further refinements of the game. Second, we presented Study 2, an investigation of the learning outcomes and user acceptance arising from using Socialdrome. Here, a summative evaluation of the game in a formal classroom setting was reported. We concluded with directions for future work.

scholarly journals Examining the effect of artificial wall climbing as a leisure time activity on children's problem-solving skills

2015 ◽  
Vol 5 (2) ◽  
pp. 221-236
Author(s):  
Güçlü Özen
Keyword(s):  
Problem Solving ◽  
Positive Influence ◽  
Self Control ◽  
Control Group ◽  
Education Students ◽  
Control Group Design ◽  
Time Activity ◽  
Problem Solving Skills ◽  
Post Test ◽  
And Control

The main purpose of this study is to determine the effect of experiential learning education on problem solving skills of primary education students.  Artificial wall climbing is considered as not only a game but also as a learning tool that can help children discover themselves, recognize their limits and their peers, make them actively involved, and lead them to experience. In this research, experimental model with pretest-posttest control group design was used. During this time, the experimental group joined exercise throughout six weeks twice a week and control group did not participate in any activities, continuing their usual life. For collecting data "Problem Solving Inventory for Children" was used. In the analysis of the research data, t-test was used to compare the pre-test, post-test results of the two groups. According to the results of statistical analysis, there were significant differences in pre-test and post-test scores regarding confidence, self-control, avoidance subscales and total scores. As a result of this research, it is argued that the applied artificial wall climbing program has a positive influence on the problem solving skills of students.

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