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.