Background: The problem-solving process is a complex procedure that requires the integration of multiple skills. A positive work climate is considered essential for ensuring an organization’s sustainability. Aim of the study: investigate the effect of work climate on problem-solving skills among teaching staff members and their assistants at the Faculty of Nursing Assiut University. Subject and method: A cross-sectional, descriptive correlational design was utilized, involving 212 participants selected through purposive sampling. Data collection tools included a personal characteristics questionnaire, the Problem-Solving Scale (32 items across 8 dimensions), and the Work Climate Scale (39 items across 11 dimensions). Results: Findings revealed that 21.7% of staff showed high problem-solving skills versus 15.6% of assistants. Additionally, 45.3% of staff perceived a highly positive climate compared to 32.1% of assistants. Significant associations were found between problem-solving skills and personal factors such as age, gender, experience, and residence (p = 0.000). Conclusion: The study concluded that teaching staff demonstrated slightly higher levels of problem-solving skills and more positive perceptions of work climate compared to assistants. Personal characteristics like gender, experience, and residence significantly affect problem-solving skills and perceptions of work climate among nursing faculty and assistants. Recommendation: The study recommends targeted training, inclusive leadership strategies, and regular evaluation of organizational interventions to enhance problem-solving skills and foster a positive work environment within academic nursing settings.