Altun Insaf
Kocaeli Sağlik Yüksek Okulu Sefa Sirmen Bulvari Veziroğlu kampusu Izmit, Kocaeli, Turkey.
Nurse Educ Today. 2003 Nov;23(8):575-84. doi: 10.1016/s0260-6917(03)00096-0.
Problem solving is defined as a response given in an important and difficult situation, where critical thinking is required for a solution. Problem solving skills determine a person's ability to relate productively. This research was to determine the perceived problem solving ability and values of student nurses and midwives. It was planned as a descriptive research project in the University of Kocaeli's, Higher School of Health (Nursing and Midwifery School) in order to find out how students perceive their own problem solving skills, and to examine the relationship between problem solving skills and personal values. The data were collected from 218 students by using a questionnaire to determine the characteristics of the students and the "Problem Solving Inventory" (developed by Heppner and Petersen [Journal of Counseling Psychology 29 (1) (1982) 66]) whose reliability and validity for our country had been tested by Sahin et al. (1993) The scores of the subjects were evaluated and analyzed. Students who describe themselves in accordance with the values of truth (14.2%) and human dignity (19.3%) were also found to evaluate themselves successful in problem solving. Students who expressed that they act systematically (44.5%) and decisively (74.3%) in problem solving were also found to evaluate themselves as successful (47.8%) in problem solving. The results of our study have shown that education in professional ethics should provide the development of professional values (especially of truth and human dignity). Concerning value-laden issues education should help students to reach the desired levels of problem solving skills by allowing them to acquire abilities such as self awareness and being inquisitive.
解决问题被定义为在重要且困难的情况下给出的一种反应，在这种情况下需要批判性思维来找到解决方案。解决问题的技能决定了一个人有效建立联系的能力。本研究旨在确定学生护士和助产士的感知解决问题能力及价值观。该研究计划在科贾埃利大学高等卫生学院（护理与助产学院）开展一项描述性研究项目，以了解学生如何看待自己的解决问题技能，并考察解决问题技能与个人价值观之间的关系。通过使用问卷收集了218名学生的数据，以确定学生的特征，并使用了“解决问题量表”（由赫普纳和彼得森编制[《咨询心理学杂志》29(1)(1982)66]），萨欣等人（1993年）已对其在我国的信效度进行了测试。对受试者的分数进行了评估和分析。还发现，那些按照真理价值观（14.2%）和人类尊严价值观（19.3%）来描述自己的学生，也认为自己在解决问题方面很成功。那些表示自己在解决问题时行事有条不紊（44.5%）且果断（74.3%）的学生，也认为自己在解决问题方面很成功（47.8%）。我们的研究结果表明，职业道德教育应促进职业价值观（尤其是真理和人类尊严价值观）的发展。关于充满价值观的问题，教育应通过让学生获得自我意识和爱探究等能力，帮助他们达到期望的解决问题技能水平。
