(2025). Problem Solving Ability Training Program and Its Effect on Diploma Nursing Students' Self Esteem and Their Perception toward Clinical Learning Environment. The Egyptian Journal of Hospital Medicine, 100(1), 3774-3782. doi: 10.21608/ejhm.2025.448852
. "Problem Solving Ability Training Program and Its Effect on Diploma Nursing Students' Self Esteem and Their Perception toward Clinical Learning Environment". The Egyptian Journal of Hospital Medicine, 100, 1, 2025, 3774-3782. doi: 10.21608/ejhm.2025.448852
(2025). 'Problem Solving Ability Training Program and Its Effect on Diploma Nursing Students' Self Esteem and Their Perception toward Clinical Learning Environment', The Egyptian Journal of Hospital Medicine, 100(1), pp. 3774-3782. doi: 10.21608/ejhm.2025.448852
Problem Solving Ability Training Program and Its Effect on Diploma Nursing Students' Self Esteem and Their Perception toward Clinical Learning Environment. The Egyptian Journal of Hospital Medicine, 2025; 100(1): 3774-3782. doi: 10.21608/ejhm.2025.448852
Problem Solving Ability Training Program and Its Effect on Diploma Nursing Students' Self Esteem and Their Perception toward Clinical Learning Environment
Background: Deficiencies in Problem-solving skills, self-esteem, and a positive perception of the clinical learning environment are common amongst nursing students, underscoring the need for targeted interventions. Nurses with strong Problem-solving abilities are better equipped to analyze patient health issues and formulate effective nursing intervention plans. Aim of the Study: To evaluate whether a structured Problem-solving training program improves diploma nursing students’ Problem-solving knowledge/ability, self-esteem, and perceptions of the clinical learning environment across pre, post, and follow-up assessments. Subjects and Method: A quasi-experimental study utilizing a pre-post-follow-up design was conducted with 88 second and third-year diploma nursing students. Data were collected via a self-administered questionnaire that included a Problem-solving knowledge questionnaire, a Problem-solving abilities tool, the Rosenberg Self-Esteem Scale, and a tool to assess their perception of the clinical learning environment. Results: Following the training program, a significant improvement was observed across all parameters. The percentage of students with satisfactory Problem-solving knowledge increased from 10.2% pre-intervention to 100% post-intervention, declining to 70.5% at follow-up. Adequate Problem-solving abilities rose from 60.2% to 97.7% before falling to 72.7%. Student self-esteem and positive perceptions of the clinical learning environment also saw similar increases post-intervention, with a partial decline noted at follow-up. Conclusion: The training program was associated with substantial immediate improvements in Problem-solving knowledge and ability, self-esteem, and perceptions of the clinical learning environment; partial attenuation was observed at follow-up.
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