Earticle

This study attempted to investigate the influence of problem-based learning (PBL) on problem-solving abilities and self-directed learning capabilities in college students majoring in cosmetology. For this, a survey was performed against 45 students who attended PBL courses. The collected data were analyzed, using SPSS 21.0. To examine subjects’ general characteristics, frequency analysis was performed. To investigate changes in major satisfaction, teaching methods and PBL preferences, the t-test and the χ2 (chi-square) test were conducted. In addition, the paired t-test and the Pearson correlation coefficient were performed, and the results found the followings: First, a statistically significant difference was found in problem-solving abilities. Second, a statistically significant difference was also observed in self-directed learning capabilities. Third, a statistically significant positive correlation was found among self-directed learning capabilities, problem-solving abilities and major satisfaction. Third, average major satisfaction increased after PBL, which confirms the improvement of students’ preferences for PBL.

摘要: 本研究旨在于探讨问题中心学习法(PBL)对美容专业大学生问题解决能力, 自主学习能 力的影响, 本文研究范围限定为45名参与问题中心学习法课程的美容专业大学生, 调查分析 使用SPSS WIN 21.0统计程序, 针对研究对象的一般特性进行了频率分析􀕶为了解专业满意度, 授课方式, PBL偏好的变化, 实施PBL前后的变化, 施行了t-test(验证)和χ2(chi-square)验证, 研究方法采用t检验(paired t-test)和Pearson相关分析, 研究结果显示如下.第一, 问题解决 能力在统计上呈现了显著差异, 第二, 自主学习能力在统计上呈现了显著差异. 第三, 自主 学习能力, 问题解决能力, 专业满意度之间出现了显著的正相关关系, 第四, 专业满意度在 实施PBL前后均有上升, 学生对问题中心学习法的偏好增加.

본 연구는 인공지능(AI)과 로봇을 활용한 교육 프로그램을 개발하여 학생들이 문제해결 능력을 신장시키는 것에 중점을 둔다. 초등학교 5-6학년을 대상으로, 2022 개정 교육과정에 기반하여 코딩, AI 그리고 로봇을 융합한 15차시 프로그램을 설계하였다. 이 프로그램은 코딩, AI와 로􂽝을 활용한 융합 교육으로 구성되어 있으며, 학생들의 창의적 사고력과 문제 해결 능력을 신장하도록 하고, 􄦻미를 유발하기 위해 동화를 활용하여 동화 􃏣 문제 상황을 해결하기 위한 아이디어 설계 및 결과물 제작 과정을 소개하였다. 학생들은 AI 도구인 머신러닝포키즈, 로봇 교구인 레고 마인 드스톰 EV3, 그리고 스트래치 코딩을 활용해 창의적이고 협력적인 활동을 수행하였다. 단순히 교육 도구 사용을 넘 어 통합적이고 실질적인 문제해결 과정을 강조하였고, 동화 속 문제를 해결하는 과정에서 학생들의 능력 신장과 참여를 이끌어낼 수 있을 것임을 향후 교육 현장 적용을 통해 효과성이 입증되기를 기대한다.

This study focuses on developing an educational program using artificial intelligence (AI) and robots to enhance students’ problem-solving skills. A 15-hour program combining coding, AI, and robots was designed based on the revised 2022 curriculum for 5th to 6th graders in elementary schools. This program consists of integrated education using coding, AI, and robots, and aims to enhance students􀁎 creative thinking and problem-solving skills. It also uses fairy tales to stimulate interest and introduces the process of designing ideas and producing results to solve problem situations in fairy tales. Students performed creative and collaborative activities using AI tools such as Machine Learning for Kids, robot teaching aids such as Lego Mindstorms EV3, and Stretch Coding. It emphasizes an integrated and practical problem-solving process beyond simply using educational tools, and it is expected that the effectiveness of this program will be proven through future application in educational settings, as it will lead to students􀁎 ability enhancement and participation in the process of solving problems in fairy tales.

본 연구는 임상실습교육에서 서비스디자인기반 문제해결 프로젝트를 수행한 간호대학생 48명의 성찰일지 144부를 프로젝트 수행평가 결과에 따라 상․하위그룹으로 구분한 후, Elo와 Kyngäs(2008)의 질적 내용분석 절차에 따라 MAXQDA Analytics Pro (26.1.0)로 분석하였다. 분석 결과, ‘서비스디자인 방법론의 이해와 적용’, ‘팀협력에서의 역할 수행과 갈등관리’, ‘대상자 중심 공감과 간호전문직 정체성 확장’의 3개 주제와 9개 범주가 도출되었다. 두 그룹은 ‘서비스디자인 방법론의 이해와 적용’과 ‘팀 협력에서의 역할 수행과 갈등관리’의 주제에서 경험차이가 나타났다. 반면에 범주 ‘4D 프로세스의 개념적 이해와 임상 적용 가능성’과 주제 ‘대상자 중심 공감과 간호전문직 정체성 확장’에서는 두 그룹 모두 공통적으로 경험한 것으로 확인되었다. 향후 임상실습 교육과정 개발 시 서비스디자인 단계별 교수자의 퍼실리테이터 역할 설계가 요구된다.

This study explored the learning experiences of 48 nursing students who carried out a service design-based problem-solving project in clinical practicum, analyzing 144 reflective journals divided into high and low performance groups. The data were analyzed using MAXQDA Analytics Pro (26.1.0) in accordance with the qualitative content analysis procedure by Elo and Kyngäs (2008). As a result, three themes and nine categories were derived: “Understanding and application of service design methodology”, “Role performance and conflict management in team collaboration” and “Patient-centered empathic engagement and expansion of nursing professional identity”. The two groups differed in their experiences within the themes of “Understanding and application of service design methodology” and “Role performance and conflict management in team collaboration”. In contrast, the category “Conceptual understanding and clinical applicability of the 4D process” and the theme “Patient-centered empathic engagement and expansion of nursing professional identity” were commonly experienced by both groups. In developing future service design-based clinical practicum curricula, the deliberate design of the instructor's role as a facilitator at each stage is warranted.

This study attempted to investigate changes in communication skills, problem-solving ability and self-directed learning ability against students majoring in cosmetology after applying the jigsaw collaborative learning technique to hairstyling courses. The goal was to explore a teaching method which can reflect learners’ diverse needs and the stream of times by escaping from the conventional uniform teaching approach. For this, a questionnaire survey was performed before and after collaborative learning against 84 students from 3 different classes, who were taking hair dryer and iron courses among those from Department of Beauty Care, ‘Y’ University in Gyeonggi-do from October 3 to 31, 2022 (4 weeks). The collected data were analyzed, using SPSS 24.0, and the results found the followings: The jigsaw collaborative learning revealed a statistically significant influence on students’ problem-solving ability and self-directed learning ability. In other words, it is anticipated that improvements in such problem-solving ability and self-directed learning ability which are required in beauty industry by upgrading limited conventional school education would help learners build practical capabilities through harmony between the field and education. In addition, it could establish the ground for students to develop the capability to handle diverse issues through interactions, collaboration and communication after graduation. It is expected that the study results would be available for effective education which can help students have self-directed courses and develop their potential. In addition, there should be further studies on diverse topics such as behavior analysis and teaching methods which can promote collaborative learning against various study groups.

本研究将拼图模型􎨯Jigsaw􎨰合作学习应用到美容专业学生的发型设计课程中􎨳了解其沟通 能力􀕵解决问题能力􀕵自主学习能力的变化􎨳进一步探索能够超越模式化的􀕵反映时代潮流 和学习者多元需求的教学学习方法􀕶本研究以京畿地区Y大学美容护理系学生中听取吹风与卷 发理论课的3个班84名学生为研究对象􎨳研究时间为2022年10月3日至2022年10月31日􎨳并对4 周合作学习前􀕵后的学生进行了问卷调查􎨳收集的资料用SPSS ver 24.0进行了分析􀕶研究结 果显示􎨳拼图模型合作学习对学生的解决问题能力􀕵自主学习能力方面均有重要意义􀕶通过 改善当前学校教育采用的限制性教学方法􎨳可提高美容业职务能力所要具备的问题解决能力 和自主学习能力􎨳可达到学校教育和现场实践的有效协调􎨳有利于培养学习者的相关实务能 力􀕶此外􎨳本研究结果为培养美容专业学生社会现场实操能力􀕵合作沟通能力􀕵多种问题解 决能力奠定基础􀕶期待以本研究为基础􎨳今后的美容教育方式能够更多地采取支持学习者自 主授课􀕵发挥个人潜力的有效教育方法􎩂以期后续研究能够摆脱时间限制􎨳以多种样本为研 究对象􎨳更多地研究提高合作学习的有效教育学习方法􎨳分析学习者行为.

본 연구는 융합 액션러닝 기반 가상 시뮬레이션 프로그램이 간호대학생의 문제해결 능력, 비판적 사고, 의사소통 능력, 임상수행 능력에 미치는 영향을 검정하기 위해 수행되었다. K시 소재 일 간호대학생 54명에게 비동 등성 대조군 사전·사후 유사 실험연구으로 진행하였다. 자료수집 기간은 2021년 4월 12일에서 6월 18일까지이며, 수집된 자료는 IBM SPSS 23.0 program을 이용하여 분석하였다. 융합 액션러닝 기반 가상 시뮬레이션 프로그램 시행 결과, 실험군이 대조군보다 의사소통 능력, 임상수행 능력에 효과가 있는 것으로 나타났다. 본 연구를 통해 간호대학생을 대상으로 다빈도로 활용되는 시뮬레이션 교육을 적용함에 있어 다양한 교수법을 접목한 프로그램이 적극 활용될 필요성이 있으며, 융합 액션러닝 기반 가상 시뮬레이션 프로그램은 시뮬레이션의 효과를 향상시키는 방법으로 사용될 수 있을 것이다.

This study examined the effect of convergence action learning based virtual simulation program for nursing college students. The study was carried out according a nonequivalent control group design. The study subjects were 54 nursing college students. The data collection period was from April 12, 2021 to June 18, 2021. Collected data were analyzed using SPSS PC＋ 23.0. The experimental group had significantly different to communication skills, and clinical competency in comparison to the control group. This suggests that the convergence action learning based virtual simulation program can be applied as a way to increase nursing students' communication skills, and clinical competency.

이 연구는 실과 창의성의 개념 및 발현 과정을 이해하기 위해 문제해결에 기초한 다원적 접근 모형을 개발하는데 그 목적이 있다. 실과 교과는 실생활 중심의 통합적 문제해결 능력 향상에 도움을 주는 교과이며, 창의성 또한 직관과 통찰을 요구하는 실생활의 문제해결 과정에서 발현된다. 한편 창의성 개념에 대한 많은 연구들은 창의성의 구성요소인 개인의 특성, 능력, 사고과정, 환경 요인 등을 개별적으로 이해하기 보다는 여러 가지 요인들이 상호 관련되어 영향을 주는 다원적 관점으로 이해할 필요가 있음을 강조하고 있다. 이 연구에서는 다원적 접근을 취하고 있는 다양한 모형들을 고찰하여, 앞에서 살펴본 문제해결의 과정을 기초로 실과 창의성 모형을 개발하였다. 모형은 개인의 창의적 역량, 문제 특성, 문제해결 과정, 창의적 사고 과정, 창의적 산물, 환경 변인 등 여섯 가지 구성요인으로 이루어져 있다. 이 모형의 특징은 다음과 같다. 첫째, 과정 단계별로 창의성의 발현을 보여주고 있다. 둘째, 창의성에 대한 다양한 개념적 정의들을 포괄하고 있다. 셋째, 다원적, 종합적인 통합 모형의 특성을 가지고 있다. 개발된 모형은 창의성이 발현되는 단계를 모두 제시하고 있으며, 개인과 환경의 상호작용, 개인 내부의 상호작용 등을 유기적으로 연결시켜 제시하고 있다. 따라서 다원적이고 종합적인 관점에서 창의성을 이해하는데 도움이 될 것이다.

The purpose of this study is to develop Multidimensional Approach Model focused on probelm solving in order to understand its creativity and the development process of Practical Arts Education. PAE is a real life centered subject to help improvement of integral problem solving abilities, and the creativity is revealed through this process which needs one's intuition and insight. In the meantime, most of the studies on the concept of creativity emphasize the importance of understanding the components of creativity, e.g., individual characteristics, abilities, thinking processes, and environmental factors, in multidimensional perspective rather than approaching in unidimensional way. The PAE creativity model is built on the previously mentioned problem-solving process with full consideration of other models based on Multidimensional Approach Model. This model is consisted of six compoments which are personal abilities, features of problems, problem solving processes, creative thinking processes, creative outcomes, environmental factors. Distinctive features are as followings. First, it shows the revelation of creativity step by step. Second, it comprehends various conceptual definitions of creativity. third, it has multidimensional and general characteristics of Integral Model. Developed model presents all steps of revelation process of creativity and integrate the mutual effects of person and environment, as well as the individual internal integration. Therefore, it helps one understand creativity from multidimensional and general view points

Objectives: This study is a descriptive research study to identify factors affecting the proficiency of core basic nursing skills of 3rd and 4th year nursing students. This study was conducted to use as evidence data for an intervention study to increase the proficiency of core basic nursing skills of nursing students. Methods: The subjects of this study were 184 people in the 3rd and 4th years of the nursing department at a university located in K city. They voluntarily agreed to participate in this study and filled a structured questionnaire provided. The questionnaire includes general characteristics, problem-solving ability, and proficiency in core basic nursing skills. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, Schéffe test, Pearson's correlation coefficients, and multiple regression using the SPSS WIN 18.0 program. Results: It was found that the higher the grade, the higher the problem-solving ability, the higher the mastery of core basic nursing skills. Conclusion: In order to improve the proficiency of core basic nursing skills of nursing students, it is necessary to continuously provide opportunities for education and practice of core basic nursing skills and the application of educational content to continuously improve problem-solving skills from the lower grades.

본 연구는 코로나19의 팬데믹 상황 속에서 운영된 온라인 수업을 마주한 중도입국 학생들의 온라인 체육 수업의 참여 모습을 알아보고, 온라인 수업이 나아가야 할 방향 을 모색하는데 그 목적이 있다. 이를 위해 현재 우리나라에서 학업을 이어가고 있는 중 도입국 학생 7인을 연구 참여자로 선정하여 현상학적 연구방법을 활용하였다. 참여관 찰 및 심층면담을 통해 자료를 수집하였고, 수집된 자료는 전사 및 주제별 정리와 귀납 적 범주분석 과정을 거쳐 분석하였다. 연구결과는 첫째, 어려운 온라인 수업, 둘째, 쉬 어가는 체육수업, 셋째, 다가오는 체육수업, 넷째, 희망하는 온라인 체육수업의 4개 대 주제와 12개의 소주제가 도출되었다. 본 연구를 통해, 중도입국 학생이 겪는 온라인 수 업에 대한 경험을 확인할 수 있었으며, 추후 중도입국 학생 등을 포함한 교육 소외계층 등의 교육 수요자들을 위한 온라인 수업 및 운영의 발전에 기여할 것이다.

The purpose of this study is to examine the participation in online physical education classes of students who returned to Korea during the school year who were in online classes due to the COVID-19 pandemic, and to search for directions that the online classes should go forward. For this, seven students who returned to Korea during the school year who are currently completing their academic program in Korea were selected as research participants, and phenomenonological research methods were used. Data were collected through participation observation and in-depth interviews, and the collected data were analyzed through total and topical arrangement and inductive category analysis procedures. The results of this study showed 12 sub-themes in the four main themes of difficult online classes, paused physical education, upcoming physical education classes, and desired online physical education classes. Through this study, it was possible to verify the experiences of online classes for students returning to Korea during the school year, and it will contribute to the development of online classes and their operation for students in classes alienated from education including students arriving in Korea during the school year in the future.

본 연구는 코로나19의 팬데믹 상황 속에서 운영된 온라인 수업을 마주한 중도입국 학생들의 온라인 체육 수업의 참여 모습을 알아보고, 온라인 수업이 나아가야 할 방향 을 모색하는데 그 목적이 있다. 이를 위해 현재 우리나라에서 학업을 이어가고 있는 중 도입국 학생 7인을 연구 참여자로 선정하여 현상학적 연구방법을 활용하였다. 참여관 찰 및 심층면담을 통해 자료를 수집하였고, 수집된 자료는 전사 및 주제별 정리와 귀납 적 범주분석 과정을 거쳐 분석하였다. 연구결과는 첫째, 어려운 온라인 수업, 둘째, 쉬 어가는 체육수업, 셋째, 다가오는 체육수업, 넷째, 희망하는 온라인 체육수업의 4개 대 주제와 12개의 소주제가 도출되었다. 본 연구를 통해, 중도입국 학생이 겪는 온라인 수 업에 대한 경험을 확인할 수 있었으며, 추후 중도입국 학생 등을 포함한 교육 소외계층 등의 교육 수요자들을 위한 온라인 수업 및 운영의 발전에 기여할 것이다.

The purpose of this study is to examine the participation in online physical education classes of students who returned to Korea during the school year who were in online classes due to the COVID-19 pandemic, and to search for directions that the online classes should go forward. For this, seven students who returned to Korea during the school year who are currently completing their academic program in Korea were selected as research participants, and phenomenonological research methods were used. Data were collected through participation observation and in-depth interviews, and the collected data were analyzed through total and topical arrangement and inductive category analysis procedures. The results of this study showed 12 sub-themes in the four main themes of difficult online classes, paused physical education, upcoming physical education classes, and desired online physical education classes. Through this study, it was possible to verify the experiences of online classes for students returning to Korea during the school year, and it will contribute to the development of online classes and their operation for students in classes alienated from education including students arriving in Korea during the school year in the future.

본 연구의 목적은 EFL학습자들을 위해 구체적 학습활동 모형을 통해 교실 수업의 한계를 극복하고 의사소통의 기회를 창출해 내고자 하였다. 연구 방법으로는 모형개발, 타당화, 적용으로 전략, 지침 등을 개발하고 도출하고자 2019년 3월부터 6월까지 실시하였다. 사전학습에서는 인공지능을 활용하여 교실 밖 자기 주도적 학습을 유도하고, 본 수업에서는 문제 해결 능력을 향상시키고 학습 내재화를 목표로 협력과 참여를 통해 결과물을 만들어내는 메이커 교육을 적용한 학습자 중심활동으로 구성하였다. 두 번의 타당성 테스트 후 수정 된 모델을 실험 그룹에 적용한 결과 창의성을 제외한 자기 주도, 관심, 문제 해결 및 참여도가 유의미했고 사후 테스트 결과는 모든 분야에서 유의미한 결과를 나타냄으로 연구 기대효과의 유용성을 확인하였다. 다만 영어 학습과 관련된 인공 지능을 수업에 쉽게 적용 할 수 있는 소프트웨어의 개발과 방법에 대한 심화연구 그리고 학습활동에서 보다 체계적인 메이커 교육과의 융합활동 의 제시 등 지속적인 후속 연구가 필요하다.

The purpose of this study is to demonstrate how EFL learners can overcome the limitations of traditional classes and practice communication through the learning activity model. As a research method, it was conducted from March to June 2019 to develop and derive strategies and guidelines through model development, validation, and application. After two validity tests, the model was applied to the experimental group, resulting in an increase of self-direction, engagement, problem-solving, and participation. Moreover the post results showed significant results in all fields, the usefulness of this model was confirmed. However, continuous follow-up research is needed, including the development of software that can easily apply AI related to English learning to classes, and the presentation of convergence activities with more systematic maker education in learning activities.

The objective of this paper is to examine the perception of public expertise and its effect on performances in government. To this end, descriptive statistics, t-test, ANOVA and a structural equation model were used to assess the current perception of expertise among public officials and to identify the relationship between the components of expertise and the performances in government. A survey of 318 public officials in emergency management was conducted. The results of the analysis showed that the largest discrepancy between the current and desired level of expertise centered on knowledge and experience. SEM results showed that knowledge is directly connected with coordination and problem-solving. Second, although problem-solving is directly connected with coordination and individual performance, its connection with organizational performance is only through coordination or individual performance. Third, although neither knowledge nor experience is directly connected with the individual performance or organizational performance, they are connected through problem solving or coordination.

Purpose: This study was conducted to examine the level of communication, problem-solving, and self- directed learning competencies, academic and English achievement of healthcare major students in university and to determine the effect of three main competencies on their academic and English achievement. Methods: The participants were college students studying in health care related major at a four-year university in D-city who agreed to participate in this study. Some of their data were intentionally excluded as their answers were incomplete or missing and finally 272 surveys were analyzed. Results: It was found that they have high level of general life competencies of which the subcategories are communication, problem-solving, and self-directed learning competency. GPA and TOEIC score which are the indicators of academic and English achievement were found to be correlated with the level of three competencies. Self-directed learning competency is assumed to be main cause variable of these achievement. Conclusion: As those students who have higher academic and English achievement also show high level of communication, problem-solving and self-directed learning competency. It is argued that a new curriculum that can contribute to improve communication, problem-solving and self-directed learning competency should be developed and implemented.

본 연구에서는 실험환경이 취약한 대학의 연구실험실의 실태조사를 통하여 연구실험실에 대한 위험성 및 안전관리를 위한 기초자료를 제공하고자 한다. 실태조사는 대학의 연구활동종사자인 석사, 박사 이공계 대학원생들을 대상으로 연구실험실의 환경실태와 위험요인에 대한 문제해결방식에 관한 설문조사를 실시하였다. 조사된 자료를 바탕으로 연구실험실 환경실태를 분석한 결과 설비적 측면과 관리실태는 양호한 수준이었으며, 비상용품이나 응급장비, 개인보호설비 등은 다소 미흡한 것으로 나타났다. 또한 연구활동의 주체인 연구활동종사자가 가장 위험하고 사고 발생빈도가 높다고 생각되는 위험은 전기적 위험, 화학적 위험, 그리고 가스 위험 순으로 나타났다. 연구활동종사자의 위험인식 실태를 조사한 결과 연구실험실내의 위험요인에 문제해결은 회피하려는 경향이 가장 높았으며, 무관심이 가장 낮게 나타나고 있어 연구활동종사자에 대한 안전인식 변화를 위한 안전교육 방식의 개선 등의 조치가 필요하다. 전기적 위험요인들에 대한 문제해결 방식을 살펴본 결과 해결책, 조사 ․ 분석, 상의, 그리고 회피 방식이 상관관계를 보이고 있다.

This paper conducts a survey of the actual status and analyze the risk level by conducting a questionnaire survey of the state of environment of research laboratories among MA and PhD graduate students in science and engineering who are engaged in research activity. In 2008, fourteen major accidents occurred, causing significant human or property damage. Due to the characteristics of university research laboratories, they are exposed to varied and complex experimental environment such as electric equipment, chemicals, gas, etc. related to experiment, and this creates many problems for managing and maintaining the safety of laboratories. The risk level is influenced by the disconformity between the objective risk of various factors and the subjective recognition, and in terms of this recognition, the characteristics of risk themselves that are inherent in various risks exert influence upon risk recognition. In respect to risk in university laboratories which are vulnerable to accidents, people engaged in research activity perceive at a lower degree the recognized level of risk due to the necessity and familiarity of everyday class in the laboratory. Further, the absence of training on risks in laboratories limits the risk information of people engaged in research activity, and thus there appears limitations of recognition capability, and such absence causes a person to overlook and pass over a range of risk factors in the laboratory which is a complex environment, and this leads to accidents. The study seeks to explore the actual state of safety awareness of people engaged in research activity based on a questionnaire on solving problems of risk factor. Moreover, the study seeks to utilize the results of research as basic data for safety management and training for laboratories.

Purpose: This study aimed to construct and test the structural relationships between self efficacy and clinical performance among undergraduate nursing students. The model was based on Bandura’s self efficacy theory and a review of previous studies. The hypothesized model included emotional intelligence as a personal factor, self efficacy as self efficacy beliefs, problem solving ability as a skill, and clinical performance as a performance. Methods: Data were collected from June 23 to August 11, 2014 using structured questionnaires. The study sample was 205 senior nursing students. Data were analyzed using SPSS/WIN 21.0 and AMOS 21.0 programs. Results: The hypothesized model was shown to be x²=183.186 (dF=118), Goodness-of- Fit Index (GFI)=.91, Normed Fit Index (NFI)=.91, Comparative Fit Index (CFI)=.96, and Root Mean Squared Error of Approximation (RMSEA)=.05. Self efficacy (β=.29 p=.033) and problem solving ability (β=.42 p=.007) had a direct effect on the clinical performance. Furthermore, self efficacy had mediating effect on the relationship between emotional intelligence and clinical performance. Conclusion: These findings provide that when developing nursing curriculum and intervention programs, self efficacy and problem solving ability should be considered as key factors facilitating the clinical performance of nursing students. Moreover, consideration should be given to the indirect effects of emotional intelligence subscales on clinical performance via self efficacy and problem solving ability.

Dire problems such as climate change and epidemic diseases challenge us. To solve them demands interdisciplinarity among science, humanism, and art. However, we have failed to effectively link them. Interdisciplinarity for problem solving, whose essence resides in community problem solving, is not going to be realized without, first, solving the problem of community that relates to collective behavior per se. Thus, this paper explicates the behavioral process of making community possible and constructive with a new paradigmatic view. Finally, it delineates the mechanics or technologies for composing or choreographing the process of effective interdisciplinary or community problem solving before the fact so as to solve those dire, situational problems.

Purpose: The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students. Methods: A nonequivalentcontrol group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independentt-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program. Results: There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692). Conclusion: Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilizemulti-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.