Problem-solving training: effects on nursing students’ adherence, confidence, and application of problem solving to deal with the barriers to adherence to routine infection control practices
Bibliographic record
Abstract
Background: Adherence to routine practices (RP) in infection control can be influenced by a number of barriers, which can potentially be dealt with using problem solving (PS) as a new approach. Aim: This study examined the effects of a problem-solving educational program (PSEDP) on nursing students’ adherence, confidence, and application of PS to address the three identified common barriers to RP adherence. Method: A controlled before and after study was conducted at two nursing schools in Eastern Canada. A total of 94 nursing students participated, with 62 students in the intervention group and 32 in the control group. Students in the intervention group received the PSEDP, while the control group received no intervention. Data from both groups were collected using a problem-solving questionnaire. Results: Overall, no significant differences were found between the intervention and control groups in their adherence to RP (P = 0.580), confidence in using PS (P = 0.602), and application of PS (baseline P = 0.161, post-program P = 0.618) to deal with the three identified barriers to RP adherence. However, we found significant differences in the subscale analysis of student confidence to deal with the barrier of high nursing workload (P = 0.032) and student adherence to some of the RP components (P < 0.05). Conclusion: The educational program provided an opportunity for the students to learn about PS to address the three identified barriers. Some improvements were found but they were smaller than expected, possibly due to limited time for practice in the clinical setting following the intervention.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".