臨地実習における看護学生の達成感と指導方法・協同学習に対する認識との関連性の検討

Examining the Relationship between Nursing Students' Sense of Accomplishment in Clinical Practicum and Their Perceptions of Teaching Methods and Collaborative Learning

要　　旨

　本研究は、臨地実習における看護学生の達成感と指導方法・協同学習に対する認識との関連性を明らかにすることである。3校の看護学生（4年生）210名を対象に無記名自記式質問票を配布し、回答のあった139名（回収率66.2%）を分析対象とした。調査内容は、10の指導方法に対する認識、協同学習に対する認識、学習の動機づけ、学習方法による学習の促進で構成した。本研究は所属機関の研究倫理委員会の承認を得て実施した。達成感（動機づけおよび学習の促進）の肯定的評価と指導方法を肯定する度合いおよび協同学習に対する肯定的な認識との間には中程度の正の相関が認められた。結果から、努力に対する褒め、十分な関わり、学生を主体としたサポート、曖昧ではなく建設的であり客観性のある助言や評価、協同学習の意義を認識することが実習での学習促進につながることが明らかになった。また、シミュレーション教育や技術演習は、具体的なイメージをもてなければ学習の動機づけや学習の促進につながらず、リアリティを高める方法をさらに工夫する必要性が示唆された。

　This study aims to identify the relationship between a sense of achievement of nursing students in clinical practice and their perceptions of teaching methods and collaborative learning. An anonymous, self-administered questionnaire survey was conducted with 210 fourth-year nursing students of three nursing colleges. Data from 139 of these who responded at their own free will (66.2%) were analyzed. The questionnaire included questions about perceptions of 10 teaching methods, perceptions of cooperative learning (Cooperative Learning Perceptions Scale), motivation to learn (based on the ARCS-V model; attention, relevance, confidence, satisfaction, and volition), and facilitation of learning through the learning methods. This study was conducted after obtaining approval from the research ethics committee of the institution the authors are affiliated to. The analysis showed that there was a moderate positive correlation between positive evaluations of achievement (motivation and promotion of learning), the degree affirming teaching methods, and the positive perceptions of cooperative learning. The results showed that praise for effort, sufficient involvement, student-centered support, advice and evaluation that is constructive and objective rather than vague, and perceptions of the significance of cooperative learning will promote learning in practical training. Further, simulation education and technical exercises do not motivate and promote learning unless students are able to visualize the actual on-site training, suggesting the need to further improve methods to enhance the perceived reality.