保健師がプリセプターの役割を担うことによる認識の変化

What Public Health Nurses Recognize during Preceptorships for Novice Nurses

要旨

　目的：保健師がプリセプターの役割を担うことによる認識の変化を明らかにすることを目的とした．

　方法：保健師9名に半構成的面接を実施し，プリセプターの気づきについて質的記述的に分析した．

　結果：プリセプターの認識の変化には【保健師としての意識変容】と【組織の一員としての意識変容】の2つの局面があった．【保健師としての意識変容】は，《新人を育てる役割に向き合う必要性に気づく》こと，そして，《新人の成長に合わせて育てる必要性に気づく》，《新人を育てることが自分自身の成長につながることに気づく》こと等であり，さらには《新人から学び，自身の制限枠を超える必要性に気づく》ことであった．【組織の一員としての意識変容】は，《組織と関わることの必要性に気づく》こと，そして，《スタッフと育ち合うことの重要性に気づく》，《組織における保健師の役割を再認識し合う重要性に気づく》こと等であり，さらには，《組織の一員として組織の改善に関わる必要性に気づく》ことであった．

　結論：保健師がプリセプターを担うことは，【保健師としての意識変容】と，【組織の一員としての意識変容】の2つの変容的学習をもたらしていた．

　Purpose: This study aimed to elucidate the recognitions of public health nurses (PHNs) during preceptorships for novice public health nurses.

　Methods: Semi-structured interviews were conducted with nine PHNs, who had experience acting as preceptors. Interview data were analyzed qualitatively and subjected to descriptive analysis.

　Results: Recognitions experienced during preceptorships for novice PHNs were divided into two major types: (1) perspective transformation as a PHN, and (2) perspective transformation as a member of the organization. The first type of perspective transformation was the process of: “noticing the necessity of accepting the role of fostering novice PHN” and then “noticing the importance of matching the teaching to the developing novice PHN,” “noticing that fostering the novice PHN is their learning task,” furthermore, “by learning from novice PHN, noticing the necessity to exceed their own limitations.” The second type of perspective transformation was the process of: “noticing the necessity to work on the organization” and so “noticing the necessity to learn among staff,” “noticing the importance of re-recognizing the PHN roles among the organization,” moreover, “noticing the necessity of working on improving the organization as a member of the organization.”

　Conclusion: Adopting the PHNs' preceptor role resulted in perspective transformations as a PHN, and as a member of the organization, namely, transformative learning.