Development and validation of the solution-focused inventory

The mediating role of self-efficacy between solution-focused thinking skills and psychological resilience among pharmacy students in Turkey

OBJECTIVE

The objective of this study was to examine the relationships between solution-focused thinking, self-efficacy and psychological resilience in pharmacy students, and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience.

METHODS

To achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted.

RESULTS

A total of 884 pharmacy students took place in the study. Among these, 877 students' questionnaires were found to be valid for analysis. This study, which is the first to examine the relationship between psychological resilience, solution-focused thinking and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students.

CONCLUSION

Strategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop students' skills and competencies in coping with challenges. In order to meet the increasingly complex demands of healthcare systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.

The relationship between difficulties in emotion regulation and solution-focused thinking in nursing students

AIM

The aim of this study was to investigate the relationship between emotion regulation difficulty and solution-focused thinking in nursing students.

BACKGROUND

It is essential for nursing students to possess solution-focused thinking and emotion regulation skills to cope effectively with stressors arising from their developmental processes, the nature of education and the profession. This is crucial for enhancing the quality of nursing care.

DESIGN

The study design was cross-sectional descriptive and correlational design.

METHODS

The convenience sample of the study consisted of 416 nursing students. The research was conducted between January 20 and February 15, 2024. Data were collected in Türkiye with the difficulties in emotion regulation scale-brief form and the solution focused inventory. Data were analyzed using multivariate linear regression analysis.

RESULTS

An increase of 1 unit in the level of emotion regulation difficulty was associated with a decrease of 0.236 units in participant resource activation and 0.524 units in problem disengagement (p<.001). An increase of 1 unit in the level of emotion regulation difficulty was also associated with an increase of 0.876 units in participant goal orientation (p<.001). Grade point average, grade and age were identified as factors influencing the sub-dimensions of solution-focused thinking (p<.05).

CONCLUSIONS

The study showed that emotion regulation difficulty is an important predictor of solution-focused thinking in nursing students. Therefore, students' emotion regulation difficulties and solution-focused thinking should be evaluated by academic nurses from the beginning of students' enrollment. Also, it is recommended that intervention programs focusing on developing emotion regulation and solution-focused thinking skills for nursing students should be included and implemented in the nursing curriculum.

The relationship between levels of solution-focused thinking and internalized stigma and social functionality in mental disorders

OBJECTIVE

This study was conducted to determine the effect of the level of solution-focused thinking on internalized stigma and social functionality in mental illnesses.

DESIGN AND METHODS

This descriptive study was conducted with 497 patients with various mental disorders.

FINDINGS

A negative and strong correlation was found between the Solution-Focused Inventory and Internalized Stigma of Mental Illness Scale scores of the participants (r = -0.682, p = 0.001). A positive and weak correlation was found between the participants' Solution-Focused Inventory and Social Adaptation Self-Evaluation Scale scores (r = 0.396, p = 0.001).

PRACTICE IMPLICATIONS

It was determined that, as the solution-focused thinking levels of individuals with mental disorders increase, their level of internalized stigma decreases, and their social functionality increases.

Examining the relationship between solution-focused thinking skills and self-efficacy levels of nursing students in Turkey

BACKGROUND

Learning and developing communication skills fundamental to solution-focused thinking increases the confidence of nursing students towards individuals and improves their self-efficacy, thereby enabling these students to plan appropriate care.

PURPOSE

To evaluate solution-focused thinking skills and self-efficacy levels of nursing students and to determine the factors affecting these variables as well as the relationship among them.

METHOD

This was a descriptive and correlational study. The study was conducted between March and June 2019 with 337 nursing students from two universities with different curricula. Data were collected using a "personal information form," the "solution-focused inventory," and the "self-efficacy scale."

RESULTS

A statistically significant positive relationship was observed in the total scores on the solution-focused inventory and self-efficacy scale and the mean scores on the completing behavior and dealing with obstacles on the self-efficacy scale. In addition, a moderate relationship (r = 0.447, p < 0.01) was observed between the total solution-focused inventory scores and mean scores of completing behavior on the self-efficacy scale.

CONCLUSIONS

The nursing students had above-average mean scores on the solution-focused inventory and self-efficacy scales. However the students can further enhance their problem-solving ability by improving their solution-focused skills and self-efficacy.

Anxiety levels and solution-focused thinking skills of nurses and midwives working in primary care during the COVID-19 pandemic: A descriptive correlational study

AIMS

To determine the state-trait anxiety levels and solution-focused thinking skills of primary care nurses/midwives during the COVID-19 pandemic, and to evaluate the factors affecting these variables and the determinants of state-trait anxiety levels.

BACKGROUND

The COVID-19 outbreak has created intense anxiety in nurses/midwives that may affect the care they provide. Nurses and midwives may manage anxiety using solution-focused thinking skills.

METHODS

This descriptive correlational study included 170 nurses/midwives at 61 family health centres evaluated from 1 August to 14 September 2020.

RESULTS

The participants' state and trait anxiety scores were above average, indicating a moderate level of anxiety and the mean total solution-focused inventory scores were at a moderate level. It was determined that 47.9% of the variance in state anxiety scores could be explained by trait anxiety, age, years of professional experience, chronic illness, type of work shift during the pandemic, follow-up of patients diagnosed with COVID-19 using computed tomography or a COVID-19 test, and whether the institution was taking necessary measures against COVID-19. There was a negative relationship between state anxiety and solution-focused inventory total score.

CONCLUSION

Nurses/midwives displayed a moderate level of anxiety and solution-focused thinking skills during the COVID-19 pandemic.

IMPLICATIONS FOR NURSING MANAGEMENT

Steps should be taken to improve nurses' solution-focused thinking skills to enable them to organise quickly and manage care processes successfully in extraordinary circumstances such as pandemics. Moreover, personal empowerment programmes should be recommended for nurses and midwives to help them cope with anxiety.

Exploring Relational Dialogue in Solution-Focused Coaching Sessions: An Analysis of Co-Construction and Reflection

Purpose: To examine solution-focused coaching (SFC) as a means to enhance clinicians' professional development. Methods: Six pediatric rehabilitation clinicians (three physical, two occupational, and one behavior therapist) each received two SFC sessions targeting clinical listening goals. Conversational intervals were noted in session transcriptions. Frequencies of relational strategies and conversational intervals were calculated. The meaning of intervals > 10 s was examined. Results: The most frequent relational strategies indicated that SFC facilitates reflection and critical thinking, and encourages action. An appreciable number of long intervals (>10 s) occurred, indicating substantial reflection by participants. These were embedded in relational dialogue sequences involving coach questions and formulations, and participant pauses. Conclusions: The findings support the use of SFC as a professional development tool and substantiate the view that SFC 'works' through the coach's use of relational strategies designed to facilitate collaborative conversations that build solutions through an emphasis on reflection and action.

Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy

In this study, the correlation between 526 prospective teachers’ beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found that prospective teachers had strong beliefs about ESD. In terms of the “beliefs about the implementation of sustainable development” and “beliefs about the limitation of sustainable development”, the prospective teachers who are studying at the faculty of education had stronger beliefs than those enrolled in the Pedagogical Formation Certificate Program. In addition, fourth-year prospective teachers and those perceiving themselves as showing good academic performance had stronger beliefs about ESD. Also, participants’ beliefs about ESD were found to be related to their abilities to focus on solutions and their perceptions of self-efficacy. Additionally, our study found that perceptions of self-efficacy significantly predicts the ability to focus on solutions and beliefs about ESD (29%). One of the limitations of our study is that our findings can be generalized only to a limited extent. Furthermore, further research is needed to validate the predictive variables that have arisen. Finally, longitudinal and experimental research that use qualitative analysis techniques is needed to investigate the implications of the results for professional improvement and to find out what sort of sustainable education practices there are in different education levels.

The role of positive goal engagement in increased mental well-being among individuals with chronic non-cancer pain

Individuals with chronic pain commonly report significant functional impairment and reduced quality of life. Despite this, little is known about psychological processes and mechanisms underpinning enhancements in well-being within this population. The study aimed to investigate whether (1) increased levels of pain intensity and interference were associated with lower levels of mental well-being, (2) increased positive goal engagement was associated with higher levels of mental well-being and (3) whether the relationships between pain characteristics and mental well-being were mediated by increased positive goal engagement. A total of 586 individuals with chronic pain participated in the cross-sectional, online study. Participants completed self-report measures to assess pain intensity and interference, mental well-being and goal motivation variables. Results showed that pain interference and positive goal engagement were associated with mental well-being. Moreover, the relationship between pain interference and mental well-being was partially mediated by positive goal engagement. The results provide tentative evidence for the protective role of positive goal engagement in enabling individuals with chronic pain to maintain a sense of mental well-being. The study develops the biopsychosocial model of chronic pain by examining the roles and relationships of relevant yet previously unexplored psychological constructs. The promotion of mental well-being through the enhancement of positive goal engagement is discussed, offering a platform for further research and clinical interventions.

The Effect of Solution-Focused Versus Problem-Focused Questions: A Replication

In therapeutic conversations, questions can be considered as interventions in their own right. This study is a cross-cultural replication of Grant (Journal of Systemic Therapies, 2012, 31, 2, 21) study on the effects of different types of questions on various clinically relevant variables. A total of 204 students of a Spanish university described a real-life problem that they wanted to solve and were then randomly assigned to either a solution-focused or a problem-focused questions condition. Before and after answering the questions, they completed a set of measures that assessed positive and negative affect, self-efficacy, and goal attainment. Solution-focused questions produced a significantly greater increase in self-efficacy, goal approach, and action steps than problem-focused questions, and a significantly greater decrease in negative affect, providing further empirical support to solution-focused practices.