看護学生の気管内吸引の技術習得における演示学習の効果

Learning Effect of Demonstrations Pertaining to the Nursing Student's Acquisition of Tracheal Suction Techniques

要旨

目的：事例に対する援助を計画し他学生の前で説明・実施する授業（以下，演示）が，看護技術の学習にどのような効果をもたらしたか明らかにする．

方法：看護系大学2年次生を対象に，シミュレーターを用いた気管内吸引の技術演習の後に演示を行い，各学習後に到達目標に沿って学生が自己評価した．到達目標は，独自に設定した，認知領域，精神運動領域，情意領域で構成された27項目であった．

結果：同意が得られた50名のうち37名の回答を分析した．技術演習後と演示後の到達目標得点を比較すると，全体および3領域の得点は演示後に増加した（P＜0.01）．

結論：演示は，個人学習，グループワーク，説明・実施および学生相互の質疑応答を通して，既存の知識を引き出し，実施と関連付け，知識・技術・態度の統合を推進する効果があると推察された．また，事例の設定や患者役を設けたことから，患者への配慮や個別性・患者主体の看護の必要性の学びに繋がったと考えられた．

Purpose: We implemented a class that planned aid toward the case and that allowed students to provide an explanation and perform a practical demonstration in front of other students (hereafter “demonstration”) to identify the effect that this form of learning had on nursing students' acquisition of tracheal suction techniques.

Method: We had second-year nursing school students perform demonstrations after a technical exercise of tracheal suction that used a simulator. They then performed a self-evaluation by following the attainment goal after each learning session. We set up 27 items of customized attainment goals that were composed of cognitive, psychomotor, and affective areas.

Results: Of the 50 students who consented to the experiment, we analyzed the responses of 37 students. We compared the scores after the technical exercise with those after the demonstration. These scores and attainment goal scores significantly increased after the demonstration (P < 0.01).

Conclusion: We speculated that a demonstration after the technical exercise led to the integration of knowledge, technique, and attitude. This contributed to the existing knowledge and linked that knowledge to the actual practice through individual learning and group work, explanation and practice, and Q&A between students. We also believe that through the establishment of a specific case and simulated patient, the students learned the necessity of nursing care of consideration for patients, individuality and patient-centered care.