Purpose: The global emphasis on preventing and systematically managing acute cardiac arrest necessitates improved education in cardiovascular emergencies. This study aims to provide foundational data on the effectiveness of simulation-based cardiovascular emergency management education, applying the think-aloud method for nurses. Method: A one-group pre-posttest experimental design was used from July 29 to August 15, 2022. Twenty-eight nurses participated in this study. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test with SPSS/WIN 25.0. Results: The educational intervention showed statistically significant improvements in outcomes: knowledge of cardiovascular emergency management (Z=-4.24, p<.001), confidence in cardiovascular emergency management (Z=-4.63, p<.001), clinical reasoning competence (Z=-4.16, p<.001), and self-efficacy for group work (Z=-3.47, p=.001), and selfregulation for group work (Z=-2.29, p=.022). Conclusion: This study indicates that the use of the think-aloud method in simulation-based learning can effectively enhance cardiovascular emergency management training by reducing learners’ cognitive load. Cardiovascular emergency management competencies can be strengthened through the development of diverse educational strategies and the expansion of training support.

The purpose of this study is to investigate in-depth high school students’ strategy use in reading English texts of College Scholastic Ability Test (KSAT). This study employed a think-aloud method to look into the reading process by task types and by reading proficiency. Six high school students, three high-level and three low-level readers, were asked to perform reading tasks of three types, ‘finding a theme’, ‘filling the gap’, ‘finding an irrelevant sentence & inserting a sentence’, thinking out loud after training. The results are as follows. First, the participants used varied types of reading strategies regardless of top-down/bottom-up. ‘Guessing from the context’ and ‘paraphrasing in L1’, were most frequently used, and ‘using schema’ and ‘sensing the logical organization’ were least used.’ Second, different strategy use patterns were shown by task types: Far more strategies were used in ‘finding a theme’ than the others, especially, attending to keyword. Third, the high-level readers employed more reading strategies than the low-level counterparts. Furthermore, the strategy use pattern was very different between groups: The low-level readers seldom used ‘checking discourse markers,’ ‘synthesizing information,’ and ‘questioning’ that the high level readers commonly used.

본 연구는 ‘思考口述’을 통해 漢文讀解學習活動이 어떤 과정을 거치는지 파악하고,이를 통해 漢文讀解構成要因을 밝히고자 한다.사고구술은 생각한 것을 소리 내어 말하는 행위를 의미한다.한문교육 연구자는 이 방법을 활용하여 한문 독해 과정(특히 의미 구성 과정),독해능력 신장을 위한 학습 요인,독해 전략 등의 독해 교육 연구에 관한 실마리를 얻을 수 있다.3명의 연구 대상자들은 小學 을 텍스트로 하여 주당 1회,모두 6회에 걸쳐 1회 당 20분 정도의 사고구술 활동을 실시했다.본 연구는 독해 과정에 영향을 주는 요인을 基本的言語機能,記憶,背景知識,戰略,超認知로 나누어 사고구술 프로토콜을 분석하였다.연구 결과 ‘기본적 언어 기능’의 비율이 59.49%로 가장 높았고,다음으로 ‘기억’이 17.15%의 비율을 차지했다.이러한 결과를 통해 학습자는 제재에 나와 있는 사실적 정보를 처리하는 데 일차적인 노력을 기울인다는 점을 알 수 있었다.한문과 독해 양상에 관한 이와 같은 연구는 추후 漢文科讀解學習要素를 개발하기 위한 기초 자료를 제공할 수 있으리라 기대된다.