看護基礎教育における看護診断の学習プログラムの評価

The Evaluation of Learning Program of Nursing Diagnosis in Case of Basic Nursing Education

　本校では，1992年より看護診断の学習をカリキュラムのなかに組み入れ，組織的に取り組んできた．学内演習と臨地実習で用いる頻度の高い診断名は，両者とも〈セルフケアの不足〉〈安楽の変調〉〈感染のリスク状態〉であった．これらは，マズローのニーズの序列から考えると，下位のニーズに含まれる基本的な看護に関連する診断名であり，繰り返し学習されることで理解が深められていた．臨地実習における3つの時期（基礎看護実習終了時，2年実習終了時，3年実習終了時）における診断プロセスの学習到達度は，検定により評価点が上昇しているといえる．また，2年次でほぼ当校の到達点に達成していた．これらは学習プログラムの効果である．評価点の低い項目は，「判断，問題の確認」「共同問題との鑑別」であった．これは，学生が実践力を高める過程で表面化してくる問題であり，今後の課題である．

　In the school, it incorporated the learning of nursing diagnosis into the curriculum from 1992 and it was systematically made. It evaluates about this result this time and it makes a title in the future clear. Both of the diagnosis with excercise and the high frequency to use by the nursing student ability are“self-care deficit”, “altered comfort”and“risk for infecton”. Thinking the rank of Maslow, there are diagnosis related to fundamental nursing which is contained to basic needs. They were understanding by learning many times. It is possible to say that the evaluation point is rising with the official approval about the degree of the diagnosis process in three times (practical exercise of basic nursing, nursing practicum of second-year student, nursing practicum of third-year student) of the learning reaching in case of nursing practicum. Also, it did achievement approximately in the reaching point at the second-year student. These are the effect of learning program. Headings of low in the reaching point are “the confirmation of the judgement, the problem”, “the distinction between the cooperation problem”. There are problems which surfaces in the process of improving nursing ability, and are problems in the future.