看護学士課程の学生のメタ認知的な臨床学習環境に影響を及ぼす教育インフラストラクチャーの検討

Effects of the Educational Infrastructure on the Metacognitive Clinical Learning Environment of Students in Baccalaureate Nursing Programs

要旨

　目的：本研究の目的は，看護学士課程の学生のメタ認知的な臨床学習環境に影響を及ぼす教育インフラストラクチャーを明らかにすることである．

　方法：看護学士課程の4年次生205名を対象に，構造方程式モデリングを用いて教育インフラストラクチャーと臨床学習環境との因果関係を分析した．臨床学習環境の測定にはClinical Learning Environment Diagnostic Inventory（CLEDI）を用いた．この測定尺度は，臨床学習環境の感覚的，知覚的，象徴的，行動的，反省的側面を測定する．

　結果：教育インフラストラクチャーから臨床学習環境への標準化係数は0.97で，教育インフラストラクチャーの観測変数のうち「大学と臨床の連携」が最も強い影響を示していた．教育インフラストラクチャーは「感覚的臨床学習環境」に強い影響をもち，他の下位尺度には中程度の関連性があることを認めた．

　結論：以上の結果から，大学と臨床の連携システムを整備することが学生の臨床学習環境の質の保証に結びつくことや，感覚的臨床学習環境への影響を考慮する必要性のあることが示唆された．

Abstract

　Purpose: The purpose of the present study was to elucidate the effects of the educational infrastructure on the metacognitive clinical learning environment of students in baccalaureate nursing programs.

　Method: The subjects were 205 fourth-year students in baccalaureate nursing programs of two colleges in Japan. Causal relationships between educational infrastructure and clinical learning environment were analyzed using structural equation modeling. The clinical learning environment was assessed using the Clinical Learning Environment Diagnostic Inventory (CLEDI), which measures the affective, perceptual, symbolic, behavioral, and reflective aspects of clinical learning environments.

　Results: The standardized coefficient between educational infrastructure and the clinical learning environment was 0.97. “Academic-clinical collaboration” had the highest correlation among observed variables for educational infrastructure. In addition, educational infrastructure was strongly correlated with “affective clinical learning environment” and moderately correlated with other subscales of the CLEDI.

　Conclusion: The above findings suggest that enhanced systems for academic-clinical collaboration may lead to improvements in the clinical learning environment of students, and that effects on the affective clinical learning environment must be considered.