scholarly journals Effect of the Strategic Thinking, Problem Solving Skills, and Grit on the Disaster Triage Ability of Emergency Room Nurses

2022 ◽  
Vol 19 (2) ◽  
pp. 987
Author(s):  
Jina Yang ◽  
Kon Hee Kim
Keyword(s):  
Problem Solving ◽  
Emergency Room ◽  
Correlation Coefficients ◽  
Strategic Thinking ◽  
Stepwise Multiple Regression ◽  
Training Methods ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Emergency Room Nurses ◽  
Approach Avoidance

In this descriptive study, we aimed to identify factors related to emergency room nurses’ disaster triage ability. A total of 166 nurses who worked for emergency departments of general hospitals completed a structured questionnaire consisting of the Disaster Triage Ability Scale (DTAS), the Strategic Thinking Scale (STS), the Problem-Solving Inventory (PSI), and the Original Grit Scale (Grit-O). The data were analyzed using SPSS/WIN 25.0 by means of descriptive statistics, t-test, one-way ANOVA, the Scheffé post hoc test, Pearson’s correlation coefficients, and stepwise multiple regression. Participants’ DTAS averaged 14.03 ± 4.28 (Range 0–20) and showed a statistically significant difference according to their experience of triage education (t = 2.26, p = 0.022) as a disaster triage-related attribute. There were significant correlations among DTAS and confidence in the PSI (r = 0.30, p < 0.001), the approach-avoidance style in the PSI (r = −0.28, p < 0.001), and futurism in the STS (r = 0.19, p = 0.019). The strongest predictor was confidence in the PSI; in addition, 14.1% of the DTAS was explained by confidence in the PSI, approach-avoidance in the PSI, and futurism in the STS. Emergency room nurses who received triage education showed a higher level of the DTAS and their DTAS could be explained by problem-solving skills and strategic thinking. Therefore, it is necessary to develop and implement triage education programs integrated with stress management to improve the approach-avoidance style to ensure better problem-solving skills and to utilize various training methods to enhance confidence to improve problem-solving skills and futurism as part of strategic thinking.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

2021 ◽  
Vol 6 (15) ◽  
pp. 552-562
Author(s):  
Fatma Berna BENLİ ◽  
Kübra GÜRTAŞ
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Time ◽  
Mathematical Thinking ◽  
Rational Numbers ◽  
Female Students ◽  
School Education ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
New Knowledge

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

scholarly journals Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness

2016 ◽  
Vol 23 (10) ◽  
pp. 1321-1331 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Per Carlbring ◽  
Richard Harvey ◽  
Siti Nor Yaacob ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Influencing Factor ◽  
Personal Control ◽  
Problem Solving Skills ◽  
Approach Avoidance ◽  
The Relationship ◽  
Moderating Role

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach–avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

scholarly journals The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

2020 ◽  
Vol 9 (4) ◽  
pp. 465-476
Author(s):  
E. Purwaningsih ◽  
S. P. Sari ◽  
A. M. Sari ◽  
A. Suryadi
Keyword(s):  
Problem Solving ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Comparison Class ◽  
Significant Difference ◽  
Before And After ◽  
And Mathematics

This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of  0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

scholarly journals Jigsaw Technique in Learning Physics and Problem-solving Dimensions of Senior High School Students

2018 ◽  
Vol 32 (1) ◽  
pp. 90
Author(s):  
Giovanni Pelobillo
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Control Group ◽  
P Value ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Significant Difference ◽  
Jigsaw Technique ◽  
Experimental Group

Physics was perceived as a difficult subject with in dire need for cooperative learning and problem-solving skills rubric modified from Jennifer Docktor, namely, useful description, physics approach, the specific application of physics, mathematical procedures, and logical progression. This study aimed to determine and describe the effectiveness of jigsaw technique in physics learning and problem-solving skills which employed pretest-posttest and quasi-experimental research design with a 95% confidence level. There were two groups included in the study as control and the experimental group which received jigsaw technique and traditional teaching respectively as treatment. Independent samples t-test results showed the use of jigsaw technique as cooperative learning has a statistical difference on the post-test and post-rubric scores against the control group with the large effect size in which the students showed a proficient performance in learning physics and problem-solving skills with the common use of useful description and physics approach. There is no significant difference on the pre-test and pre-rubric scores between the control and experimental group with the p-value of 0.772 and 0.019. Moreover, this study revealed that the experimental group struggled with mathematical procedures and logical progression posting low percentage gain. Overall this study concludes that students’ exposure to jigsaw technique improved physics learning.

scholarly journals Critical Thinking and Problem-Solving Skills of Visually Impaired Female National Judo Team Athletes

2019 ◽  
Vol 7 (3S) ◽  
pp. 8
Author(s):  
Sengul Demiral
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Visually Impaired ◽  
High Performance ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
National Team ◽  
Total Problem ◽  
Significant Difference ◽  
Thinking Disposition

A high level of critical thinking and problem-solving skills in visually impaired female national judo team athletes is an important factor in increasing their performance and for their high performance. The aim of this study was to examine critical thinking and problem-solving skills of visually impaired female national judo team athletes. The sample of the study was composed of visually impaired female athletes (n=15) in 2015 national team. A Personal Information Form, the California Critical Thinking Disposition Inventory and the Problem Solving Inventory were used as data collection tools. The data obtained in this study were analyzed using SPSS 17 software. Evaluation of the data analysis revealed that there was no statistically significant difference among groups in total Problem Solving Inventory and Critical Thinking Disposition Inventory scores in terms of age group or age of starting judo (p>0.05). There was no statistically significant relationship between total problem-solving and total critical thinking disposition scores of athletes (p>0.05). As a result, judo coaches are thought to play an important role in the development of strategies for increasing athletes’ problem-solving and critical thinking skills and in the development of their sporting performance, particularly in the development of high performance.

scholarly journals The Effect of Psychodrama on Women's Codependence, Self-Realization and Problem Solving Skill Perception

2021 ◽  
Vol 10 (1) ◽  
pp. 59-73
Author(s):  
Yağmur Ulusoy ◽  
Bircan Kırlangıç Şimşek
Keyword(s):  
Public Education ◽  
Problem Solving ◽  
Study Data ◽  
Study Group ◽  
Test Technique ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Self Actualization ◽  
The Impact ◽  
Dependent Samples

The aim of the present study was to investigate the impact of psychodrama on the codependency, self-actualization and problem-solving skills of women attending Public Education Center Tailoring Courses. The study was conducted with the quasi-experimental design based on the pretest-posttest model with an experimental group. Fifteen volunteering women attending tailoring courses at Malatya Battalgazi District Public Education Center during the 2015-2016 academic year participated in the study. The study data were collected with the Composite Codependency Scale, Health-Promoting Lifestyle Profile, and Problem-Solving Inventory. These three scales were applied to the study group before the application. After the pre-test, a psychodrama group study that included 18 sessions was conducted with eight women in the study group. At the end of the application, the scales were applied as post-test measurements to the study group. To test the effectiveness of the experimental process, the dependent samples t test technique was used. The comparison of the study group pretest and posttest scores revealed a significant difference between pretest and posttest self-actualization scores; however, there was no significant difference between codependency, interpersonal control, self-sacrifice, suppression of emotions, and problem-solving skill perception pretest and posttest scores. Thus, it was observed that psychodrama had a significant effect on the improvement of the self-actualization levels of participating women; however, it did not have a significant effect on the reduction of their negative perceptions about problem-solving skills and codependency levels.

scholarly journals CASE-BASED REASONING (CBR) DAN PENGARUHNYA TERHADAP PENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH

2016 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Deni Darmawan ◽  
Ayu Puji Rahayu
Keyword(s):  
High School ◽  
Problem Solving ◽  
Case Based Reasoning ◽  
Z Score ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Pbl Model ◽  
Bahasa Indonesia ◽  
Case Based

This study focuses on efforts to solve the problems of the low ability students in solving difficulties in learning Indonesian language as a subject matter. The objective of this research is directed at efforts of explaining the influence of Case based Reasoning (CBR) in the learning towards the students’ problem-solving abilities. The method is a quasi-experimental research focusing on students of MA (Madrasah Aliyah or Islamic Senior High School) in one of the districts in West Java, where the learning in the control class using the Problem Based Learning (PBL). The research showed that the students’ problem-solving abilities by using CBR model is 44% in the high interpretation and by 56% in the moderate interpretation. Whereas the learning using the PBL model is 28% in the high interpretation, 56% in the medium interpretation, and 16% in the low interpretation. The value obtained through testing the hypothesis is z-score = -3089 smaller than z-table = -1.64. It means that Ho is refused and Ha is accepted. It further means that there is a significant difference between the problem-solving ability of students of using CBR model in learning and the students using PBL model in learning. The conclusion of this study indicates that the use of CBR model (designed for the study) has proved to give an effect to the problem-solving skills of students learning Indonesian subject. AbstrakPenelitian ini memfokuskan pada upaya pemecahan permasalahan mengenai rendahnya kemampuan siswa dalam memecahkan kesulitan-kesulitan ketika mempelajari materi pelajaran Bahasa Indonesia. Tujuan penelitian ini diarahkan pada upaya menjelaskan pengaruh Case-Based Reasoning (CBR) dalam pembelajaran terhadap kemampuan pemecahan masalah siswa. Metode penelitian adalah kuasi eksperimen dengan objek penelitian adalah siswa MA di salah satu kabupaten di Jawa Barat, di mana pembelajaran yang digunakan oleh kelas kontrol adalah Pembelajaran Berbasis Masalah (PBL). Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa dengan menggunakan model pembelajaran CBR sebesar 44% dalam interpretasi tinggi dan sebesar 56% dalam interpretasi sedang. Sedangkan pembelajaran menggunakan model pembelajaran PBL sebesar 28% dalam interpretasi tinggi, sebesar 56% dalam interpretasi sedang dan 16% dalam interpretasi rendah. Sementara berdasarkan hasil uji hipotesis diperoleh nilai zhitung = -3.089 lebih kecil dari ztabel = -1.64. Hasil pengujian ini menunjukan bahwa Ho ditolak atau Ha diterima, artinya ada perbedaan secara signifikan antara kemampuan pemecahan masalah siswa yang menggunakan model pembelajaran CBR dan siswa yang menggunakan model pembelajaran PBL. Simpulan penelitian ini menunjukkan bahwa penggunaan CBR yang dirancang selama penelitian ternyata terbukti memberikan pengaruh terhadap kemampuan pemecahan masalah oleh siswa 

Internet addiction in high school and university students: an evaluation in terms of various psychological, social and personal variables

2020 ◽  
pp. 1-12
Author(s):  
Hatice Odaci ◽  
Fatma Irem Değerli ◽  
Neslihan Cikrikci
Keyword(s):  
High School ◽  
Problem Solving ◽  
University Students ◽  
Interpersonal Relationships ◽  
Internet Addiction ◽  
Interpersonal Relationship ◽  
Automatic Thoughts ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Relationship Styles

Abstract The purpose of this research was to examine internet addiction among high school and university students in terms of interpersonal relationships, automatic thoughts and problem-solving skills. The sample of the study comprised a total of 480 participants: 195 (40.6%) high school and 285 (59.4%) university students. Females constituted 53.3% (256) of the participants and males 46.7% (224). In addition to a Personal Information Form, the Interpersonal Relationship Styles Scale, Automatic Thoughts Scale, Problem Solving Inventory and Internet Addiction Scale, for which validity, reliability and adaptation studies were performed, were used for data collection. A significant difference was determined between the groups with no or limited symptoms of internet addiction in terms of inhibitory interpersonal relationship styles, automatic thoughts and problem-solving skills. Inhibitory interpersonal relationships, automatic thoughts and problem-solving skills were identified as predictive of internet addiction.

The effect of algorithm teaching on the problem-solving skills of deaf-hard hearing students

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Design Methodology ◽  
School Level ◽  
Test Results ◽  
Problem Solving Skills ◽  
Content Type ◽  
Significant Difference ◽  
Secondary School Level ◽  
Post Test

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

scholarly journals STUDENTS’ ABILITIES TO SOLVE MATHEMATICAL PROBLEMS ACCORDING TO ACCREDITATION LEVELS

2017 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Problem Solving ◽  
Private Schools ◽  
Junior High ◽  
Public And Private ◽  
Problem Solving Skills ◽  
The Public ◽  
Significant Difference ◽  
Mathematical Problems

Problem solving is important for mathematical learning because it enables students to enhance high thinking skills and positive attitudes. This research aimed at describing and comparing the abilities of junior high school students in grade VIII from one of the regencies/cities in Central Kalimantan (Indonesia) in solving mathematical problems based on schools’ accreditations (A, B, C, and unaccredited), and schools’ status (public and private). The researcher gave three mathematical problems to the students from 20 samples of schools. The schools were randomly selected from the population consisting of 62 junior high schools. Each student’s solution was scored using a holistic rubric. The scores were summarized using some statistics represented in tables and graphics and were analyzed using a Kruskal-Wallis nonparametric test because the data were not normally distributed. The finding indicated that the average scores of the public and private schools’ students were 4.71 and 3.49 (scale 0-12), respectively. Based on the percentages, namely 1.91% and 39.66%, the students were classified as good and naive problem solvers, respectively. Further test revealed that the students from the A-accredited public schools significantly achieved the highest score for problem solving skills. Meanwhile, the students in the A-accredited and the unaccredited private schools did not show a significant difference in the skills. Similar result was also found in the public schools which were accredited B and C, and unaccredited.

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