臨床実習を経験したことによる学生の言語聴覚士としての自己効力感の変化とその要因の検討

A study on the changes in students' self-efficacy as speech-language-hearing therapists through clinical practicum and its determinants

　本研究の目的は，短縮版言語聴覚士自己効力感尺度（以下，ST-SES15）を用いて，言語聴覚士（以下，ST）養成校の学生が実習を経験することでSTとしての自己効力感が変化するのかを把握し，この変化の要因を学生への半構造化面接から探ることである．まず，学生19名の実習前後のST-SES15（3因子）を比較した．その結果，ST-SES15の「対人関係を中心とした臨床実践」と「研究・自己研鑽」は総合臨床実習後に有意に向上していたが，「情報収集・整理」は変化がなかった．さらに，対象者のなかから9名に半構造化面接をした結果，「実習指導者に相談しながら継続した訓練の実施と成功の積み重ね」「実習指導者によるSTとしての承認」が「対人関係を中心とした臨床実践」に対する自己効力感を向上させ，「実習指導者に相談できずに実践がうまくできない」とSTとしての自己効力感が低下することが明らかとなった．

　This study aimed to examine whether self-efficacy as a speech-language-hearing therapist (SLHT) in students enrolled in a SLHT training program changes through their clinical practicum experience, using the Short-Form Speech-Language-Hearing Therapist Self-Efficacy Scale (ST-SES15). In addition, factors contributing to the changes in self-efficacy were explored through semi-structured interviews with students. First, the ST-SES15 scores (three factors) of 19 students were compared before and after their practicum experience. The results indicated that the scores of ST-SES15 subscales “clinical practice centered on interpersonal relationships” and “research and self-development” showed significant improvement after the comprehensive clinical practicum, whereas “information gathering and organization” showed no change. Semi-structured interviews were conducted with nine students selected from the sample. The results revealed that “continuously implementing training while consulting with clinical supervisors and accumulating successful experiences” and “recognition as an SLHT by clinical supervisors” enhanced students' self-efficacy regarding clinical practice centered on interpersonal relationships. Conversely, “being unable to consult with clinical supervisors and failing to carry out clinical practice effectively” was associated with a decrease in self-efficacy as an SLHT.