Background: Today’s nursing graduates value ability to creatively solve problems and make decisions, as these skills assist them with recognizing and evaluating situations that require prompt attention. This study aimed to determine and compare nursing student’s perceived levels of own problem solving skills in various years of their 4-year program.Methods: This is a cross-sectional study. All undergaraduate nursing students (350) included in this study. A total of 322 undergraduate nursing students participated in this study. The study setting was Nursing School of Iran University of Medical Sciences, Tehran, Iran. The problem solving inventory (PSI), a widely used measure to assess one’s perceived ability, was used for data collection. Low scores indicated the strong judgment ability and high scores a weak judgment ability. Students involved in the study signed the informed consent forms.Results: Findings showed that the mean score of total problem solving skill was 89.52±21.58. The mean score of this skill in fourth year students (84.18±27.47) was less than other students i.e. the fourth year (senior) students judged their own problem solving abilities stronger than other students. Conclusion: Educating should help students reach the high levels of problem solving skills by allowing them to acquire and practice these abilities in the field. Nursing students with advanced problem solving skills are essential for this changing society.

Introduction: Life skills play a significant role in adolescents’ health promotion and have a positive effect on modifying their high-risk behaviors. A great deal of studies has shown that problem solving may affect drug using behavior. The purpose of this study is to determine adolescents’ problem solving skill and its relation with ecstasy usage among adolescents of the west of Tehran.Methods: In a cross-sectional (correlative) study. Eight hundred adolescents ranging from 16-18 years old residing in the western public regions of Tehran participated in the study. Problem-solving skill was determined using “problem solving inventory”. Adolescents’ usage of ecstasy was measured by a self-structured questionnaire. The questionnaires were completed by participants after obtaining an informed consent.Results: Our finding revealed that most of participants (69.4%) enjoyed good problem-solving skills. Also, findings indicated that 7.6% of adolescents have experienced ecstasy usage once at least. There was a significant relationship between problem-solving skill and ecstasy usage in adolescents (P=0.001).Conclusion: Regarding the findings, it is recommended to reinforce life skills in adolescents by emphasizing the role of parents, peers and friends to prevent substance abuse. It is also recommended that some programs are required to be executed regarding prohibited substances including ecstasy and their complications to increase publicgeneral information.

This study aimed to examine the effectiveness of problem-solving skills on happiness & Beliefs substance abuse of addicts to methamphetamine in Tehran city.Methodology: with use of a semi- experimental design and multistage cluster sampling method, 36 addicts were randomly assigned in the experimental and control group. Both groups filled Oxford Happiness Questionnaire & Beliefs substance abuse in the pre-test post test and 3-months fallow up. The participants of the experimental group were trained problem-solving skills. Covariance and variance analysis with repeated measurement of Bonn-Ferny test were conducted to analyze the data.Findings: Eta Square (happiness: Eta=00.28 & beliefs abuse= 0.51) confirmed increases in happiness level & Beliefs substance abuse of addicts receiving problem-solving skills. Therefore, it can be concluded that the experimental intervention had made changes in the experimental group that 0.28, 0.51 of them results iiom the experimental action, and with 0.99 assurances there was significant difference between the studied groups in the three measurements or intervention stages.Conclusion: training of problem- solving skills was effective for increasing happiness level and changing positive beliefs abuse to negative beliefs abuse of addicts to methamphetamine.

Aims. Many of educational successes and failures root in general observation of each person about his or her abilities of institutional learning. According to this, present study purposed to evaluate the effectiveness of problem solving skills teaching on improving the concept of self-educating and so, on students educational progress.Methods. This quasi-experimental study performed on 30 computer engineering students of Shiraz University who sampled randomly and divided into two test and control groups. Data collecting instrument was Delavar self-educating concept test. Data analyzing used descriptive and analytical statistics include unidirectional variance analysis by SPSS 11 software. Results. The mean of effectiveness of problem solving skills teaching in educational progressing, was 2.80 in test group, 10.85 in control group and t=2.31. The mean of effectiveness of problem solving skills teaching in self-educational concept was 56.26 in test group, 48.53 in control group and t=9.2. Conclusion. Teaching problem solving skills to university students, cause improving the self-educational concept and educational progress and must be paid attention in educational programs.

The pupose of this study is evaluating the effectiveness of problem solving skill training on the family functions of mothers with ADHD children. The method of this study was quasi-experimental that used available sampling to recruit ADHD mothers (N=10), and a control group (N=12), who were matched for their age, sex and education, then divided randomly on experimental and control groups. Before and after the training, they completed the family assessment device (FAD). The Results show that family function o ADHD mothers was distorted and the problem solving skill training for ADHD mothers improved the whole family functin, especially, problem solving, parental roles, behavioral control and general functioning (p<0.05), but it had no effect on their communication effective support and responsiveness wihich indicate sensitivity and effects o multiple factors on family functions.

Background & objectives: Anxiety is defined as an unpleasant and vague feeling and often is associated with a sense of uncertainty about an unknown factor. Students who are trained in the hospital settings like operating rooms are affected by stressful factors. Problem-solving is a short-term intervention that can be used to treat psychological problems. This study was carried out to evaluate the effect of problem-solving skill training on anxiety among operating room students.Methods: This quasi-experimental study with a pre-and post-test design was conducted on operation room students of Ahvaz-Jundishapur University of Medical Sciences, 2013. Data was collected by the demographic information form and Spielberger’s questionnaire. After an initial screening of 90 students, 60 person who had high level of anxiety were randomly divided into experimental (n=30) and control (n=30) groups. The experimental group obtained 8 sessions (one session per week) problem solving training and two months later, the test repeated. The control group only followed-up without any intervention. Data were analyzed using chi-square and t-test in SPSS (v.19).Results: The results showed that problem solving training significantly decreased state anxiety (p<0.001), but did not decreased the trait anxiety.Conclusion: In general, problem solving training course has positive effect on decreasing the anxiety in operating room students. Therefore this training course is suggested for students as a low-cost and simple method.

The basic purpose of this study is to investigate the effect of problem solving skill training on the onger management of 12 to 15 years old boys. To do this, 60 boy student's aged between 12 to 15 were selected and their anger levels were measured by Izenk's questionnaire. Those subjects were interviewed and the results of the measurement were confirmed. The students in this study who were selected through a multi- staged clustral method all study in school of Tehran. They were randomly assigned in to two experimental and control groups. Firs, Izenk’s questionnaire were applied in the two groups to identify the anger level, and then the experimental groups were trained on a weekly basis within threehour sessions for a month. The results of covariance analysis dicated that there is a significant difference in the anger level of the two groups.

The purpose of this study was to investigate the effect of learning curriculum using Scratch software on problem-solving skills of primary school students in Farahan city in the academic year of 2012. The Scratch software helps children learn programming principles while designing games or interactive stories. This research is of a practical nature and the criterion for collecting information is semi-experimental method. was selected from one of the girls' primary schools in Farahan city and randomly one of the classes was considered as the experimental group and the other was considered as the control group. The sample consisted of 34 primary school students, 17 in the experimental group and 17 in the control group. The instruments used in this research are Heppner problem solving questionnaires, which were used as pre-test and post-test. To analyze the data, descriptive statistics were used to determine the frequency and mean and inferential statistics for covariance analysis. The findings of the analysis showed that the difference between the control and control groups was statistically significant at the level of 0. 05 and with a confidence level of 0. 95. The results showed that programming skills with Scratch software had a significant effect on student problem solving skills. During the course, students actively engaged in solving various problems in the Scratch software, and inevitably, to solve these issues, they had to analyze the problem and test different solutions, involving students with this Challenges have improved their problem-solving skills.