臨床実習における学びの様相—現象学的アプローチによる体験世界の記述

A Phase of Learning in Nursing Practice: A Description of the Lived Experience through a Phenomenological Approach

はじめに

　看護教育において臨床実習の意義がきわめて大きいことは誰もが認めることである。今日，看護教育は大学教育へと教育体制を整えつつあるが，大学化されてもその教育の成果のいかんが臨床実習の進め方にかかっていることには変わりはないだろう。臨床の知を学ぶ場である臨床実習においては，学生の体験が学習の中心におかれなくてはならない。“関わり働きかけて，感じ，想い巡らし，考えて，再び働きかける”，実習におけるこの体験過程こそ看護教育において絶好の学びの構築過程である。

　しかし，臨床実習は学生一人ひとりの固有の体験に立って，看護の学びを形成する十分な機会になりえているのだろうか。現状を振り返るとさまざまな問いが生じてくる。臨床実習に潜む学びを豊かに引き出すためには，一人ひとりの実習体験そのものをとらえ理解することによって，その時その時の学生に適切な教育的援助方法の糸口を見つけなくてはならない。

　In order to gain an understanding of the process of learning nursing practice, data on 3 third-year students which recorded their statements during training and conferences, records and notes they made during training, and discussions with students was taken as a basis. This data was treated by a phenomenological approach to reveal the learning experience and world. The personal world of the experience of each student, composed of the many layers of dynamic interacting experiences of each individual, was clearly shown from the study. However, there were some features coin mon to the three students; one was their encounter with patients during nursing practice, another was the strong and ever-present influence of each individual's own objectives on form ing their experience of training. The interaction of these two factors was important in determining how each individual pursued their nursing objectives.