評価実習における自己効力感を高める授業の設計と効果の検討

The effects of lesson design on improving self-efficacy in clinical evaluation practices

要旨：実習中に学生は，対象者や指導者への対応が困難と認知しており，実習前にそれらに対処するスキルを養っておく必要がある．本研究では，柔軟な対処行動を可能とする要因として自己効力感に着目し，評価実習における自己効力感を高める授業を設計し，その効果を検討した．授業は，学生の遂行行動を達成するために，参加モデリング，遂行行動の表示，自己教示の場面を設定した．分析の結果，「対象の理解・援助効力感」，「指導者との関係性維持・学習姿勢効力感」に効果が示され，授業最終回における評価実習を乗り越える自信が最も高くなった．このことから，本研究で設計した授業は，評価実習における自己効力感を高めることが示唆された．

　During training, students recognize the difficulty of dealing with subjects and instructors and acknowledge the need to develop skills to manage responses beforehand. This study focused on self-efficacy as a factor that enables flexible coping behavior. A lesson was designed to improve self-efficacy in clinical evaluation practices, and its effects were examined. Participation modeling and self-instruction scenarios were used, and the actions needed to meet the lesson objectives were displayed so that they could be implemented by the students. The results show that the lesson affected “the feeling of efficacy in understanding and assisting those surveyed” and “the feeling of efficacy in maintaining the relationship with instructors.” Furthermore, the students became most confident in coping with a clinical evaluation practice in the final lesson. This suggests that the lesson designed in this study improves students' self-efficacy in clinical evaluation practice.