ロールレタリングを用いた体験学習による看護学生の共感性の変容—想像活動の特徴と記述の多様性からの検討

Empathy and Role Lettering Education among Nursing Students: Differences Related to the Imagination Activities and Variety of Descriptions

要旨

　目的：ロールレタリングと呼ばれる筆記課題を実施し，看護学生の想像活動に関する特性や記述の多様性による共感性の変容の違いを検討することが本研究の目的である．

　方法：看護学生118名（第一研究）と75名（第二研究）を対象に，架空の患者と看護師との対話を記述する課題を行い，前後に多次元共感性尺度を測定した．想像活動への親和性の高低でH, L群，記述の多様さを基準に多，少群を設けた．

　結果：共感性の合計点や「影響性」因子の低下（H群），他者指向的な情動面の上昇（L群）がみられた．記述が多様であるほど，他者指向的側面が高かった．また記述の少群で「影響性」が低下した．自己指向的な情動面の減少は，記述の幅に関わらずみられた．共感性の認知的側面は変容しなかった．

　考察：共感性の低下は，記述の幅が少ない群の自信喪失やストレス対処の表れ，もしくは現実的な落ち着きとして理解された．ロールレタリングの技法の枠組みは，想像が不得手と思われるL群が，他者の情動を感じやすいように補助的に働く可能性が示唆された．豊かな記述ができなくとも，自他の区別を表す結果はみられることも確認された．

　Purpose: This study promotes the performance of a written task called role lettering among nursing students, and then examines the differences related to empathy by means of the characteristics of imagination activity and variety of descriptions.

　Method: Targeting 118 (first study) and 75 nursing students (second study), we provided a written task in which they described an imaginary dialogue between a patient and a nurse, and measured empathy using a multidimensional empathy scale before and after the task. We created groups for high (H) and low levels (L) of affinity to imagination activity, as well as large and little groups according to the variety of descriptions.

　Results: A decrease in total empathy score and the “emotional susceptibility” factor, were observed in the H group, and an increase in “other-orientated emotional reactivity” in the L group. A certain level of descriptive variety was observed with higher levels of other-orientated emotion. The “emotional susceptibility” decreased in the group with little descriptive variety. A decrease of self-orientated emotion was shown irrespective of the breadth of description. Moreover, the cognitive aspect of empathy did not change.

　Discussion: In the group with little descriptive variety, the decrease in empathy was understood as an expression of absence of confidence, stress-coping, or reality-based presence of mind. It was suggested that the framework of the role lettering technique possibly worked supportively for the students in the L group, who were thought as weak in imagination so they could more easily feel the emotion of another person. Additionally, even if a rich description was not possible, it was confirmed that the result of expressing a distinction between oneself and others could be observed.