Earticle

본 연구는 최근 핫이슈가 되고 있는 온라인 오프라인 융합 학습전략인 거꾸로 학습 전략이 학습자들에게 학습의 효과가 있을 것이라는 가정 하에 거꾸로 학습 전략을 대학 교양영어 수업에 적용하여 대학 교양 영어 학습자들의 학습 스타 일 및 학업수준에 따른 학업 성취도와 태도의 차이를 분석해 보고자 하였다. 학업 성취도 분석을 위해 실험 전 진단 평가와 실험 후 성취도 평가를 실시하여 비교 분석하였고, 학습태도는 크게 동기, 선호, 가치로 분류하여 분석하였다. 본 연구의 결과 학습자의 학습 스타일을 고려한 거꾸로 학습 전략 적용은 학습자들의 학업 성취도에 의미 있는 결과를 나타내지 않았 지만 학습 태도에는 의미 있는 결과를 나타내었다. 결과적으로 대학 교양 영어 수업에 있어서의 거꾸로 학습 적용은 학습자 들에게 학습에 대한 동기 부여를 줄 수 있고 수업활동에 적극적으로 참여하도록 유도할 수 있는 학습 전략임을 시사하고 있으며 이에 따른 적합한 수업 구성 및 전략을 제고하는데 연구의 가치가 있다.

The purpose of this study is to analyze the effect of flipped learning strategy, which is an online offline convergence learning strategy becoming a hot issue, on students' learning styles..Ultimately, the goal is to analyze the academic achievements and learning attitudes by applying the flipped learning strategy considering the preferred learning styles of Korean students. By assuming that Korean students are accustomed to traditional lecture class, it is assumed that the students would have difficulty in applying the flipped learning strategy which involves information gathering and problem solving through discussion. In order to analyze whether the application of flipped learning strategy is effective, it is necessary to identify students' preferred learning style and to develop appropriate teaching strategies accordingly.

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.

This study confirms and extends Situational Theory of Problem Solving (STOPS) by examining it in the context of the U.S.-China trade dispute. Using Chinese national survey data (N = 935), this study reveals that the attitude towards China’s stand on the trade dispute as a significant negative mediator between antecedent perceptual variables and multiple communicative actions: online information seeking, online information permitting, and information sharing. This study provides empirical proof of STOPS from a different cultural setting other than the U.S. It not only confirms the theoretical structure of the novel variables developed through STOPS, but also advances the theory by testing the communicative actions in the online realm as dependent variables. Practical implications on crisis communication and political public information management were also discussed.

목적 : 본 연구는 척수손상 환자를 대상으로 RPS Form을 적용하여 작업치료에서의 임상적 평가의 효용성을 알아보고, 적용 사례를 단계적으로 설명하여 실제 사용 방안을 제시하고자 하였다. 연구방법 : 31세의 척수손상 남성 환자를 대상으로 RPS Form을 적용한 평가와 중재를 제공하였다. 또한 임상전문 가 6인과 RPS Form의 효용적 측면에 대하여 논의하였다. 결과 : RPS Form은 척수손상 환자의 신체구조 및 기능, 활동 및 참여 이외의 환경적 요소까지 효율적으로 평가할수 있었고, 논리적인 결정을 내릴 수 있어 임상에서 적용하기 유용하였다. 환자의 중재에 대한 반응, 또한 긍정적이었다. 결론 : RPS Form은 건강에 대한 ICF의 재활관리 서비스를 한 장의 평가지로 시각화하여 사용이 간편하고, 그 내용 이 분명하여 임상적 추론을 주도하기에 용이하였다. 또한 타 재활 전문영역과의 원활한 팀 접근과 함께 근거기반의 작업치료를 제공할 수 있었다. 따라서 RPS Form의 폭넓은 적용을 위해서는 임상의 각 질환별 특징을 반영한 ICF Core sets의 첨부가 필요할 것으로 사료된다.

Objective : This study was performed to verify the comprehensive perspective based on the ICF-model and logical clinical thinking of Rehabilitation Problem Solving(RPS) Form. Methods : The patient was a 31-year-old man who injured spinal cord. A plan of care was to address impairment, activity limitation and participation restrictions by using RPS Form. And we discussed about clinical utilities of RPS Form with 6 clinical experts. Results : After the intervention, subject participated in computer lecture more often and for longer duration. And he expressed positive attitude about intervention. Experts mentioned agreeable opinion about using RPS Form in clinic. Conclusions : RPS provides a visual simpleness and clearness and it also guides logical thinking in clinical practice. Therefore RPS Form can be used to enhance multidisciplinary patient management and assists in clarifying clinical roles as part of a multidisciplinary team. The case report demonstrates that the RPS Form can be a viable strategy for occupational therapy.

본 연구는 간호대학생들의 비판적 사고성향과 자아탄력성, 창의성이 문제해결능력에 미치는 영향을 규명하고자 시도되었다. 자료수집기간은 2017년 9월 1일부터 10월 10일까지 자가보고 설문지를 이 용하여 조사하였다. 연구대상자는 G시와 B시에 소재한 3개의 간호학과 대학생 200명이었다. 측정변 수는 비판적 사고성향, 자아탄력성, 창의성, 문제해결능력이었다. 연구결과, 비판적 사고성향, 자아 탄력성과 일반적 특성에서 상황과 환경변화에 대한 적응력은 문제해결능력에 유의한 영향을 미쳤으 며, 문제해결능력에 대한 설명력은 48.2%이었다. 이 변수들 중 비판적 사고성향은 간호학생의 문제 해결능력에 가장 중요한 영향 요인이었다. 따라서 간호학생의 문제해결능력을 향상시키기 위한 중 재 전략으로 비판적 사고성향, 자아탄력성 및 상황과 환경변화에 대한 적응력이 주요 영향 요인으로 고려되어야 함을 시사한다. 또한 본 연구결과에 근거하여 간호대학생들의 문제해결능력 향상을 위 하여 비판적 사고성향, 자아탄력성, 상황과 환경변화에 대한 적응력을 활용한 프로그램의 개발을 제안한다.

The purposes of this study were to identify the factors affecting the nursing students’ problem-solving ability. Data were collected through a self-report questionnaire survey conducted between September 1 to October 10, 2017 from 200 students enrolled in three different nursing colleges in Busan and Yangsan in Korea. The variables such as critical thinking disposition, resilience, creativity and problem-solving ability were measured. Critical thinking disposition, resilience and situational adaptability had significantly positive effects on problem-solving ability (R-squared: 48.2%) and critical thinking disposition was found to be the most significant factor for problem-solving ability among nursing students. The results from this study suggest that critical thinking disposition, resilience and situational adaptability should be considered as the main influential factors when developing intervention strategies to enhance the problem-solving ability of nursing students in Korea.

The purpose of this study is to explore the nature of pre-service language teachers’ reflection for problem solving, focusing on facets of problem solving. For this purpose, this study collected and analyzed twenty pre-service English teachers’ ninety-four entries of reflection guided by semi-structured guidelines for problem solving: pre-reflective, reflective thinking, and post-reflective. For the analysis of the data, this study adopted constant comparative analysis to identify and categorize features in the data from the perspective of qualitative approach. This study found three dimensions of problem solving and three or four segments under each dimension. Dimensions represent the possible procedural steps of problem solving: ‘problem-determination’, ‘problem-analysis’, and ‘solution’. In terms of cognitive purposes, four possible segments emerged: ‘description’, ‘elaboration’, ‘justification’, and ‘evaluation’. In contrast, concerning perspectives on viewing problems, this study identified three segments: ‘thou-view’, ‘i-view’, and ‘alternative-view’. The variation in the employment of the dimensions and segments was found to represent diverse patterns of problem solving in pre-service language teacher reflection. The findings of this study suggest some implications for pre-service language teacher education.

본 연구는 자살 고위험집단인 독거 우울 노인을 대상으로 문제해결치료 프로그램의 효과성을 검증 하기 위해 실시한 유사실험연구이다. 실험집단을 대상으로 문제해결치료 프로그램을 실행하고, 실 험집단과 통제집단에게 우울과 사회적 문제해결능력 및 5개 차원에 대한 사전, 사후, 추적조사를 실시하였다. PST 프로그램의 효과성을 검증하기 위해 반복측정 분산분석의 집단과 조사시점 간 상 호작용에 대한 분석과 조사시점 별 두 집단 간의 차이에 대한 t-test 분석을 실사하였다. 분석결과 실험집단의 우울수준은 사후조사에서 감소되었고, 추적조사에서도 지속되었다. 사후조사에서 측정 한 실험집단의 사회적 문제해결능력과 합리적 문제해결양식이 강화되었고, 부정적 문제지향과 충동 적, 회피적 문제해결양식이 감소되었지만, 추적조사에서는 그 효과들이 지속되지 못하였다. 결론적 으로 자살 고위험군인 독거 우울 노인의 자살 예방에 PST가 효과적임을 확인하였으며, 자살 위험에 처한 노인들의 PST에 대한 접근성을 높일 수 있도록 사회복지사를 대상으로 한 PST 교육이 확대되 어야 하고 PST 참여자의 문제해결능력을 유지하기 위한 사후관리가 필요함을 제안하였다.

This study used the quasi-experimental research design to examine the effectiveness of problem-solving therapy (PST) for the depressed elderly people living alone as a suicidal high-risk group. PST was conducted for the experimental group, both the experimental and control groups were subjected to pre-test, post-test, and follow-up test on depression and social problem-solving ability. The effectiveness of PST was verified by repeated measurement variance analysis and t-test. PST was found effective in reducing depression and its effect continued until the follow-up test. PST strengthened social problem-solving ability and rational problem-solving style, but reduced negative problem orientation and impulsive/avoidant problem-solving style, but their effects did not persist in the follow-up test. In conclusion, PST was found suitable to prevent suicide for the depressed elderly living alone, and thus PST training programs should be expanded for social workers and follow-up management should be carried out for PST participants.

본 연구는 자살 고위험집단인 독거 우울 노인을 대상으로 문제해결치료 프로그램을 실시하고, 양적 연구에서는 드러나지 않는 문제점을 찾아내어 문제해결치료 프로그램을 효과적이고 효율적으로 실 행할 수 있는 방안을 모색하기 위한 목적으로 시도되었다. 이를 위해 사회복지사 7명이 춘천에 거주 하는 독거 우울 노인 16명을 대상으로 PST 프로그램을 실시하였고, 진행자들이 작성한 개입과정 기록을 질적으로 분석하였다. 프로그램 진행과정별로 분석한 결과 드러난 참여자의 태도나 반응 및 진행상의 어려움을 바탕으로 PST 프로그램과 일반 상담과의 차별성을 참여자에게 이해시키기, 노인의 인지기능수준을 확인하여 프로그램 대상자로써의 적합성 확인하기, 진행자의 노인과 노화에 대한 지식 및 PST 매뉴얼 숙지하기, PST 매뉴얼 보완하기, 워크시트 간소화하기, 문제해결과정에 대한 충분한 학습이 가능하도록 프로그램 구성하기 등을 제언하였다. 따라서 노인을 대상으로 상담 하는 복지기관의 사회복지사가 PST 프로그램을 보다 효율적으로 활용할 수 있는 방안을 제시하였다 는데 본 연구의 의의가 있다.

This study aims to implement the problem-solving therapy (PST) for the depressed elderly living alone as a suicidal high-risk group and suggest the ways to perform the PST program effectively and efficiently. For this purpose, 7 social workers performed PST to 16 depressed elderly living alone in Chuncheon, and their intervention records were qualitatively analyzed. Based on the participant’s attitude and response as well as difficulties in progress, the followings were suggested: (1) to make the participants understood the difference between PST and general counseling, to confirm the appropriateness of the subject by evaluating their cognitive function level, to become proficient in the knowledge of aging and the aged as well as PST manuals, to update PST manuals and simplify worksheets, and to develop the curriculum that allows for sufficient learning about problem-solving process. Therefore, this study suggests how social workers in welfare agencies can conduct PST for the aged more efficiently.

The purpose of this study was to explore pre-service teachers' reflectivity occurring in their first-person reflection on their experience, by examining how they defined a problem and suggested its solution. For the research purpose, this study adopted Dewey's (1933) idea of reflection from which the definition of reflection in much research on teachers' reflections originated. This study analyzed the problem sections occurring in their reflection after first teaching practice, in terms of focus and depth of problem solving. The total number of the sections was seventy-nine and on average each participant's teaching journal involved three sections of a problem. Examination of focus of reflection was done as to 'agent of problem' and 'target of reflection', whereas an analysis of the depth of their reflection was done in terms of the number of dimensions and combination of dimensions of problem solving. The findings showed that much more focus of the pre-service teachers' reflection was put on the performance inside the classroom than outside. That is, the interaction between the teacher and the student was their primary concern. Also, the findings indicated that over half of the problem sections were beyond the superficial level of reflective thinking, but one third of the problem sections stayed still within the superficial depth of reflection. This suggested the necessity of providing guidelines on the focus and depth of reflection when reflection was employed as a tool of pre-service teacher's professional development.

본 연구의 목적은 컨설턴트선정요인, 컨설팅서비스만족도, 컨설팅서비스재구매의도 간의 관계에 있어서 컨설턴트 의 문제해결능력의 조절효과를 분석하는 것이었다. 컨설팅수진기업에서 컨설팅프로젝트에 참여한 경험이 있는 담당자를 대상으로 설문조사를 실시하였으며 탐색적 요인분석과 구조방정식을 사용하여 연구모형과 가설을 검정하였다. 연구결과 컨설턴트의 문제해결능력의 유의한 조절효과와 연구모형의 적합성이 확인되었다. 본 연구에서 컨설턴트의 문제해결능력을 중요한 변인으로 정의 한 것은 컨설턴트의 역량에 관한 연구의 새로운 시도였다. 본 연구가 컨설턴트의 문제해결능력에 관한 다양한 연구를 촉진하고 컨설턴트 스스로에게는 문제해결능력에 대한 재인식을 갖게 하는 계기가 되기를 기대한다. 향후 본 연구의 가장 큰 한계점으로 인식한 컨설턴트의 문제해결능력 측정도구를 개발하고 그 도구를 사용하여 컨설턴트문 제해결능력의 조절된 매개효과 검정을 위한 연구를 수행할 것이다.

The aim of this study was to test the effect of consultant's problem-solving ability on consulting services. A questionnaire was conducted for the staff of companies that were consulted, the research models and hypotheses were tested by structural equation. As a result of this study, the moderating effect of the consultant 's problem-solving ability and the fit of the research model were confirmed. In this study, defining the problem solving ability of the consultant as an major variable was a new attempt on the research of the consultant’s competence. We expect that this study will promote various research on consultant’s problem-solving ability and encourage consultants to re-recognize their problem-solving ability. We will conduct research to develop a a tool for measuring the problem-solving ability of consultants recognized as the limitation of this study.

본 연구는 고위험 산모 시뮬레이션 교육을 받은 간호대학생의 메타인지, 학습몰입이 문제해결과정 에 미치는 영향을 파악하고자 하였다. 연구대상은 고위험 산모 시뮬레이션 교육을 경험한 간호학과 학생 125명을 대상자로 하였고 SPSS 29.0 프로그램을 사용하여 기술 통계, t-검정, 분산 분석, Pearson’s 상관 계수, 회귀 분석을 실시하였다. 연구 결과, 메타인지, 학습 몰입, 문제 해결 과정이 평균보다 높았으며, 메타인지는 학습몰입(r=.55, p<.001), 문제해결과정(r=.66, p<.001)과 유의한 상관 관계가 있었고 학습몰입과 문제해결과정도 유의한 정적 상관(r=.68, p<.001) 가 있었다. 문제해결과정에 영향을 미치는 요인은 메타인지, 학습몰입이었으며, 이들 변수의 총 설명력은 57.2 %로 나타났다. 결론적으로 간호대학생의 학습몰입과 메타인지를 강화하여 문제해결과정을 향상시킬 수 있을 것으 로 사료된다.

This study aimed to examine the effects of metacognition and learning flow on the problem-solving process among nursing students who received high-risk pregnancy simulation education. The participants were 125 nursing students who had experienced high-risk pregnancy simulation education. Data were analyzed using SPSS 29.0. and Descriptive statistics, independent t-tests, one-way analysis of variance (ANOVA), Pearson’s correlation coefficients, and regression analysis were conducted. The results showed that the levels of metacognition, learning flow, and problem-solving process were above average. Metacognition was significantly correlated with learning flow (r = .55, p < .001) and the problem-solving process (r = .66, p < .001). Learning flow was also significantly positively correlated with the problem-solving process (r = .68, p < .001). The factors influencing the problem-solving process were metacognition and learning flow, and these variables explained 57.2% of the variance. In conclusion, strengthening learning flow and metacognition may contribute to improving the problem-solving process among nursing students.