看護教育における臨床実習の指導方法に関する実証的研究―タッチングの指導を中心として

A Study on Clinical Teaching Method in Nursing Education: Focusing on Teaching Method of Touching

要旨

　本研究は，効果的な臨床実習指導方法の開発を目的とする．臨床実習指導の教材に看護介入技術としてのタッチングを選び，その教材の理論研究から仮説を設定した．臨床実習指導の教授理論に，学習経験を段階的に発展させるSteinaker，N.＆Bell，R.（1979）らの経験学習モデルを応用し臨床実習指導計画を立案し実証研究を行った．検証データは，看護ケアとしてのありのままのタッチング経験を把握するため看護学生の実習記録・カンファレンス内容・意識調査・自己評価を用いた．

　研究結果は，タッチングを適切な場面に適用できた看護学生は，看護行為を患者との因果関係で把握でき，看護行為の振り返りを可能にした．また，看護学生は臨床実習への不安と緊張を緩和でき，学習に対して充実感を持ちながら臨床実習に積極的に取り組めるようになった．

Abstract

　The purpose of this study is the development of effective clinical teaching methods of nursing education using touching in hospital nursing care. The clinical teaching-learning process was designed based on the Steinaker, N.W.＆ R. Bell's experiential learning model (1979), in which teaching- learning process was divided into five steps - exposure,participation,identification, internalization, and dissemination. Three hypotheses were postulated as follows:

　1-1. Guidance given to nursing students to use touching in nursing care will make them conscious of the efficiency of touching.

　1-2. Nursing students will grasp the efficiency of their nursing action by ttcause and effectf* relations.

　2-0. Guidance given to nursing students to use touching in their nursing care will allay and soften their anxiety and tension toward such nursing practices.

　3-0. Nursing intervention by touching will heighten the clinical judg-ement ability of nursing students.

　The teaching-learning plan was carried out in a nursing school in Kitakyushu-shi. Fifteen nursing students studied by this plan. The results was as follows:

　a. Hypothesis1-1, 1-2, 2-0, weret confirmed.

　b. Hypothesis 3-0,was not confirmed.