母性看護学実習における看護学生の学び—正統的周辺参加の視点から

Learning of Students of Maternal Nursing: from the Perspective of Legitimate Peripheral Participation

要旨

　目的：本研究は，母性看護学実習における看護学生の学びについて正統的周辺参加の視点から明らかにすることを目的とした．

　方法：母性看護学実習を履修した大学4年次の看護学生9名を対象に半構造化面接を実施し，質的記述的に分析した．

　結果：母性看護学実習において看護学生は，看護者と【段階的な看護実践】を行ない，正統的周辺参加の過程の中にいた．しかし，学生として実践できることには限りがあり，母子二人を受け持つことへの重みを感じていた．一方で，褥婦や看護者とのコミュニケーションの難しさを痛感し，【他者との関わりの中での成長】を実感していた．さらに，実習での体験から母性看護を捉え，【現場で経験して得る感覚】から学んでいた．

　結論：看護学生は，看護者と共に看護を実践していく中で段階的に実践力を高め，学内では直接関わることのできない妊産褥婦や新生児，看護者などとの相互交流を通して，自己の成長を感じ母性看護学実習でしか学べないことを現場の経験から学んでいた．

　Aim: This study aimed to identify the learnings of students of maternal nursing from the perspective of legitimate peripheral participation.

　Method: Semi-structured interviews were conducted with nine fourth-year university nursing students who had completed maternal nursing training. A descriptive, qualitative approach was used for analysis.

　Results: The students of maternal nursing engaged in step-by-step practical training alongside established nurses and were thus in the process of legitimate peripheral participation. However, they found it burdensome as there were certain practices they could not perform by themselves, and they had the responsibility of taking care of the mother and child simultaneously. Moreover, they experienced challenges communicating with the postpartum mothers and nurses, resulting in growth through interaction with others. Their experiences in practical training helped them understand maternal nursing. They learned more from the experience in practical training than they could from lectures and exercises in school.

　Conclusion: The nursing skills of students gradually improved as they practiced them alongside established nurses. They also reported additional self-growth and learning via these field experiences and interactions with people they could not otherwise directly interact with on campus.