既修の知識と技術を統合する多重課題演習とシャドウイング実習から得られた3年次看護学生の学び

The 3rd Grade Nursing Students' Learning of the Practicum in Multi-tasking and Shadowing Practice to Integrate the Knowledge and the Skills were Learned

要旨

　本研究の目的は，看護の実践現場で生じている多重課題演習とシャドウイング実習（以下統合実習と略す）による学びを明らかにすることである．対象は，A大学の3年次生61名（女性54名，男性7名）であった．データは，実習終了後のまとめの総合レポートで，分析方法は質的記述的方法である．分析視点は，学生は演習と実習を通して何を学んだかとし，学びに関する記述をコード化し，カテゴリ化を試みた．その結果，【メンバー看護師の自立の要件】，【多重課題に対応する実践的思考】【チームナーシングの基盤となるスタッフ間の関係構築】，【病院組織としてのチーム管理】，【多職種チームによる的確な情報交換】等，7つのカテゴリが抽出された．先行研究では4年次生で修得された学びが，本研究では3年次生で同様の学びを得ることが出来た．さらに，各カテゴリが【患者中心の看護の提供】とつながっていた点が，本研究から得られた成果であると考えられた．

　This study aimed to describe the learning of the practicum in multi-tasking and shadowing practice for nursing students before the establishment of the clinical practices of each nursing area (the practices). Participants were 61 third-grade nursing students at one university: 7 male students and 54 female students. Data were the reports handed after the practices and were analyzed using a qualitative descriptive method from the viewpoint that “What did the nursing students learn throw the practices?”

　Research participants were 29 students (47.5%) among the 61 students. Results of the learning outcomes through the practices were 7 categories as follows: 1) requirements for independence as a nurse, 2) practical thinking to manage multi-tasking, 3) building relationships among the teamnursing staff, 4) management the team members and the system of the ward, 5) accurate information exchange among the nursing team and multi-disciplinary professional team, 6) offering patient-centered nursing approaches, 7) defining self-challenges or tasks for future nursing practices.

　We could obtain these learning for 3rd grade students that the other studies obtained for 4th grade. Furthermore, we thought the outcome that each category connected “offering patientcentered nursing approaches”.