Jinbo Fang
Sichuan University, China
Title: Social problem-solving in Chinese baccalaureate nursing students according to teaching-learning strategies
Biography
Biography: Jinbo Fang
Abstract
Purpose: The purposes of this study were to investigate social problem solving ability and compare it according to different teaching-learning strategies in Chinese baccalaureate nursing students. Methods: A descriptive cross-sectional research design was conducted with a stratified random sample of 485 Chinese baccalaureate nursing students. The Chinese Version of the Social Problem Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. Results: The average scores of Chinese nursing students’ social problem solving in Rational Problem Solving subscale was 10.36±3.94; Positive Problem Orientation subscale was 11.05±3.58, Negative Problem Orientation subscale was 6.57±4.09, Avoidance Style subscale was 4.53±4.41, and Impulsivity/Carelessness Style subscale was 3.99±3.18. The final year nursing students presented the highest positive social problem solving scores. Meanwhile, the highest negative problem solving scores were found in third year nursing students. Nursing students with experience in self-directed learning and problem-based learning presented a significant higher scores in Positive Problem Orientation subscale and lower scores in negative Avoidance Style subscale comparing with non-experienced group. Critical thinking training experience group, however, had higher negative problem solving scores comparing with non-experience group. Conclusions: The existing variation in students’ social problem solving may be helpful for nursing faculty to identify student’s characteristics. Self-directed learning and problem-based learning could be recommended as suitable teaching-learning model to improve nursing students’ social problem-solving ability.