Nursing students’ perceptions of nursing diagnoses, critical thinking motivations, and problem‐solving skills during distance learning: A multicentral study

Abstract

To determine the relationship between attitude towards nursing diagnosis, critical thinking motivation, and problem-solving skills of nursing students during distance learning. Method:The descriptive and correlational study was conducted with 450 first-year nursing students from four universities. The "Positions on Nursing Diagnosis Scale," "Critical Thinking Motivational Scale," and "Problem Solving Inventory" were used for data collection in June-July 2021. Findings:The students' mean score of nursing diagnosis perception was 114.90 ± 18.47, the score for expectancy main subdimension of critical thinking motivation was 4.17 ± 1.16 and the score for value main subdimension was 4.81 ± 1.12, and score for problemsolving skills was 90.65 ± 19.03. A statistically significant positive correlation was found between nursing diagnosis perception and subdimension of critical thinking motivation scores (p < 0.001) and problem-solving skills score (p < 0.001). The linear regression model established to examine the effect of other scales on nursing diagnosis perception was found to be statistically significant (F = 17.516, p < 0.001). As the expectancy score increases by one unit, the perception of nursing diagnosis score increases 3.452 times (p = 0.001), the cost score increases by one unit, the perception of nursing diagnosis score increases by 3.894 (p = 0.001), and the problemsolving skills score increases by one unit, the perception of nursing diagnosis score decreases by 0.246 (p < 0.001). Conclusions:To conclude that nursing diagnosis perception, critical thinking motivation, and problem-solving skills of nursing students were high and have a relationship with each other during distance education. As nursing diagnosis perception scores of students increase, their critical thinking motivation and problem-solving skills also increase. Implications for Nursing Practice:The high skills of critical thinking and problem solving have an important place effectively to identify the nursing diagnosis more quickly and easily in the nursing care process.

Predictors of problem-solving skills among emergency medical services staff in Iran: A cross-sectional correlational study

“…Mirzaei et al reported that teaching life skills enhances adaptive strategies such as positive refocusing, and individuals act positively in consciously regulating their emotions and become more proficient in applying adaptive strategies such as positive refocusing (Mirzei and Hasani, 2015 ). Catastrophizing was negatively correlated with problem-solving skills among the EMS staff, which was consistent with the results of previous studies (Mirzei and Hasani, 2015 ; Nasrolahi and Pour, 2018 ; Bayram et al, 2022 ). The results of these studies show that increasing life skills reduces adaptive strategies such as catastrophizing.…”

“…Given the positive association between cognitive emotion regulation and increased self-confidence as well as the emergence of better social behaviors, it is not surprising that this multidimensional structure- adaptive or maladaptive emotion regulation strategies-affects cognitive problem-solving skills embedded in decision-making and critical thinking ability (Aminabadi et al, 2011 ; Te Brinke et al, 2018 ). Problem-solving skills include a combination of behavioral, cognitive, and emotional reactions that manifest when a person encounters everyday problems to adapt to intrinsic actions and overcome the pressures arising from them (Ancel, 2016 ; Bayram et al, 2022 ). Accordingly, they try to search for various sources and then apply useful strategies (Huang and Flores, 2011 ; Tan et al, 2019 ).…”

“…Problem-solving skills include the three components of self-confidence in problem-solving, avoidance approach, and personal control, which indicate a person's belief in the ability to solve problems, their willingness to ignore problems, or confrontation with problems, and using different strategies to control behavior and purposefulness in the problem-solving process, respectively (Feizi Konjini et al, 2016 ). Studies have shown that when a person encounters stressful problems and events, problem-solving skills and emotion management skills become more important and help solve the problems easier and faster (Bahtiyar and Can, 2016 ; Bayram et al, 2022 ). Thus, having problem-solving skills is a requirement for EMS technicians.…”

The analysis of nursing diagnoses determined by students for patients in rehabilitation units

“…Most nursing students are educated to follow the PES format for problem-focused or health-promotion diagnosis when stating a nursing diagnosis ( Burucu and Arslan, 2021 ; Florin et al, 2005 ). Problems refer to the response of the patients, etiology refers to the related or risk factor that causes nursing problems, and signs or symptoms are specific responses that occur in a patient, supporting that the cause is related to the nursing problem ( Bayram et al, 2022 ; Karaca and Aslan, 2018 ; Ozkan et al, 2021 ). For example, with the statement “impaired physical mobility related to activity intolerance,” it is difficult to clearly ascertain the evidence for making the diagnosis.…”

“…Despite the fact that the nursing process is an important indicator covering a high proportion of guidance and evaluation areas in clinical practice education, it is reported that nursing students still have difficulties in the clinical application of this process. In other words, the significance of the nursing process in clinical practice has been emphasized, but specific efforts for improvement remain insufficient ( Bayram et al, 2022 ; Keiffer, 2018 ; Melin-Johansson et al, 2017 ; Parvan et al, 2021 ).…”