이 연구는 정부의 사회문제 해결형 연구개발사업 진화과정을 통해 사회문제 해결형 R&D 모델이 한국 사회에 자리 잡는 과정을 분석한다. 기업, 과학기술계, 시민사회에도 없었던 사회문제 해결형 R&D 모델이 정부연구개발사업을 통해 형성되고 이 모델에 따라 혁신 활동을 수행하는 조직공동체가 전개되는 과정을 살펴볼 것이다. 이를 위해 새로운 혁신모델인 사회문제 해결형 R&D 모델, 그것을 지원·수행하는 조직공동체, 새 모델을 지원하는 제도가 공진화하는 과정을 분석하는 개념적 틀을 제시한다. 그리고 이 틀을 기반으로 사회문제 해결형 연구개발사업이 진행되면서 새로운 혁신모델이 형성·발전되는 과정을 살펴보고 그 의미를 논의할 것이다. 종합에서는 사회문제 해결형 R&D 모델의 활성화를 위한 과제와 정책 방안을 다룬다.

Purpose: This study verified the effects of simulation-based communication education on the problem-solving process, communication self-efficacy, and communication ability of nursing college students. Methods: As an experimental study of single-group pre- and post-design, data were collected from April 12 to June 18, 2021, using a self-report questionnaire from 55 Year 4 nursing college students in city D. The collected data were analyzed in terms of frequency, paired t-test, and Pearson's correlation coefficients using the SPSS/WIN 23.0 program. Results: Our findings indicated that there were significant differences between the problem-solving process (t=-20.54, p<.001), communication self-efficacy (t=-15.31, p<.001), and communication ability (t=-3.62, p=.001) in communication before and after simulation-based communication education. Following simulation-based communication education, the communication ability of nursing students was evaluated through the problem-solving process (r=.46, p<.01), self-efficacy in communication (r=.37, p<.01), and problem-solving process by a doctor. Furthermore, it was found that there was a significant positive correlation with communication self-efficacy (r=.16, p<.01). Conclusion: It can be expected that the simulation -based communication education will improve nursing students’ problem-solving process, communication self-efficacy, and communication ability and thus contribute to high-quality nursing in related clinical situations. In addition, for a more effective communication education, research that could develop various scenarios in the clinical field and verify the effectiveness is required.

Purpose: This study examined the effects of simulation-based education for high-risk maternity on evaluating problem-solving process, self-leadership, critical thinking disposition, and selfefficacy of nursing students. Method: This study was a one-group pretest-postest test design with 81 junior nursing students as participants. Data were collected from September 4 to December 11, 2019, after students completed their simulation practice class. Students completed a survey on their problem-solving process, self-leadership, critical thinking disposition, and self-efficacy at the beginning and end of the class. Data were analyzed using descriptive statistics, paired t-test, and Pearson’s correlation coefficients using the SPSS WIN 21.0 program. Results: Students’ problem-solving process (t=-7.06, p<.001), self-leadership (t=-3.08, p=.003), critical thinking disposition (t=-2.12, p=.037), and self-efficacy (t=-6.01, p<.001) showed significant improvement after the simulation-based education for high-risk maternity. There was a positive relation between problem-solving process and self-leadership (r=.52, p<.001), critical thinking disposition (r=.39, p<.001), and self-efficacy (r=.53, p<.001). Conclusion: There is a need to supplement the limitations of clinical practice education by providing a simulation-based education environment similar to a hospital since the experience of clinical practice alone is not sufficient to improve students' knowledge and skills. Results of this study may be used as a basic data for efficiently performing simulation-based education on high-risk maternity.

Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, selfdirected learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

Purpose: The purpose of this study was to investigate the effect of simulation training using video debriefing on the self-efficacy, problem solving ability, and learning satisfaction of nursing students. Method: The study design was control group pre-and post-test non-synchronized experimental design. The sample included two teams of 138 nursing students. The experimental group provided feedback after the simulation was run, and then the team was debriefed through the video recorded video in the debriefing room, and the control group performed the oral debriefing. This study was conducted from November 10, 2015 to December 10, 2015, using descriptive statistics, χ²-test and t-test. Results: The scores of the self-efficacy, problem- solving process performance, and learning satisfaction were higher than those of the group who received the video debriefing (experimental group) than those who received the oral debriefing training (control group). Conclusion: It has been found that debriefing using video in the simulation training has a positive effect on self-efficacy, ability to perform problem solving process and improvement of learning satisfaction, so it can be utilized as an effective teaching and learning strategy and also helps strengthen nursing capacity.

Purpose: This study was tried to identify the effects of simulation program by applying hazard perception training on self-efficacy of patient safety, error recovery and problemsolving process in nursing students. Methods: A nonequivalent control group designed was used. The study was composed of hazard perception training and simulation program. Sixteen teams of a total of 61 nursing students participated in the simulation program using a high fidelity simulator. The collected data were analyzed by descriptive statistics, χ2-test and t-test using PASW 18.0 program. Result: There were statistically signigicant in self-efficacy of patient safety(t=2.55, p=.013), error recovery(t=2.82, p=.007), and problem-solving process(t=3.29, p=.002) in the experimental group. Conclusion: These results indicate that the simulation program by applying hazard perception training is effective in improving self-efficacy of patient safety, error recovery and problem-solving process for nursing students. Further study is recommended to confirm the long-term effects of the simulation program by applying hazard perception training.

Purpose: This study was to identify the effect of siimulation-based educational for delivery nursing program on knowledge, problem solving process and confidence in nursing students. Methods: This study was one group pre-post test design, participants are 51 nursing student. This simulation-based education for delivery nursing program was applied to the subjects from 31th, August to 25th, September, 2015. The program consist of a scenario in which each of the situations presented from first stage of labor to the fourth stage of labor. Data were analyzed using SPSS WIN 19.0 program. Result: There was a significant difference on delivery nursing knowledge, problem solving process and confidence. Conclusion: Therefore, the educational program of labor simulation was effective on improving knowledge, problem solving process and self-confidence among nursing students.

Purpose: This study was tried to identify the effects of problem-based learning integrated with simulation education on the critical thinking disposition, problem-solving process and self-confidence of nursing process in nursing students. Methods: This study was one group pre-post test design, participants are 47 senior nursing students. We developed the simulation practice by applying problem based learning taking 2 hours per session, once per week for 15 weeks. Data were analyzed by descriptive statistics, paired t-test, Pearson’s correlation coefficients using the SPSS WIN 18.0 program. Result: There was a significant difference simulation practice by applying problem based learning on the critical thinking disposition, problem-solving process and self-confidence of nursing process of nursing students. There was a correlation between each other variables. Conclusion: Therefore, suggest that the repeated studies to verify the effects of simulation practice by applying problem based learning.

이 연구의 목적은 근거이론에 의한 사례 분석에 기초하여 기술적 문제해결의 세 번째 단계인 실현 단계에서 학습자가 문제를 해결하는 과정에 관한 이론을 도출하는 것이다. 이를 위해, 학습자 51명이 기술적 문제해결 활동 후 작성한 과정 기록지를 분석하고 코딩하여 상황모형을 구성하였다. 기술적 문제해결의 과정 중 세 번째 단계인 실현의 과정은 실현 자신감을 토대로 하고, 학습자의 제작활동 선호도와 조작적 능력에 영향을 받으며 시작되었다. 실현 과정이 전개되는 과정에서는 제작하기와 수행하기의 과정에 학습자 스스로의 문제해결목표, 실현 환경 등이 영향을 주며 전개되었고, 전개의 과정에는 교사나 동료와의 상호작용 성향도 영향을 주었다. 실현 과정의 종료로 실현 성과가 도출되고 실현 만족도가 결정되는데 실현 성과는 객관적 기준의 성취 여부에 의해 결정되지만, 실현 만족도는 학습자 개인의 내적 성향에 의해 결정되는 경우가 많았다. 이 연구의 결과를 통하여 얻은 결론은 다음과 같다. 첫째, 학습자의 기술적 문제해결의 실현 과정은 이전 단계인 아이디어 탐색 과정의 결과에 영향을 받고 있었다. 둘째, 근거이론에 의한 사례 분석을 통하여 실현 과정에서 학습자의 내면적 과정을 세밀하게 분석할 수 있었다. 이를 통해, 실현 단계에서 교수자가 고려해야 할 학습자의 특성을 가시적으로 확인할 수 있었다. 셋째, 기술적 문제해결의 세 번째 단계인 실현 단계에는, 이전 단계인 문제 이해, 아이디어 탐색과 달리 환경적 영향 요인이 주요하게 작용하고 있다. 이 연구의 결과를 바탕으로 다음과 같이 제언한다. 첫째, 도출된 이론을 통하여 실제 문제해결 수업에서 학습자의 실현 과정에 도움을 줄 수 있는 수업 전략 개발에 관한 후속 연구가 요구된다. 둘째, 실현 단계 이후의 단계에 대하여 근거이론적 접근 분석이 필요하다.

본 연구에서는 유전 문제를 해결함에 있어 문제 해결 과정 중에 보이는 오류의 유형이 어떠한지 살펴보고 과학영재와 일반 학생의 유형별 빈도 차이를 분석해 보았다. 그 결과, 유전 문제 해결 과정 중 보인 오류의 유형에는 개념의 오류, 논리의 오류, 실행의 오류와 무응답의 오류로 4가지가 있었으며 개념의 오류에는 유전 개념의 오류, 확률 개념의 오류, 관련 기본지식 결여의 오류가 있었고, 논리의 오류에는 과일반화의 오류, 논점 일탈의 오류가 있었으며, 실행상의 오류에는 연산의 오류, 잘못된 해석의 오류, 조건 누락의 오류, 불완전한 종결의 오류, 표기상의 오류가 있었고 마지막으로 무응답의 오류가 있었다. 오류 유형 빈도에 있어서는 과학영재가 일반 학생보다 오류의 빈도가 1/3 수준이었으며, 개념의 오류, 논리의 오류, 실행의 오류 빈도에서는 두 그룹간 통계적 유의한 차이가 있었으나, 무응답의 오류에서는 차이가 없었다. 과학영재와 일반 학생에게서 오류 유형 빈도수에 차이가 있음은 그들이 가지고 있는 인지적 능력에 따라 어려움을 겪고 있는 부분이 다름을 뜻하며, 따라서 교수 방법 또한 달라져야 할 것이다.