臨地実習において特別な教育的支援が必要な学生への教員の関わり—看護専門学校の教員を対象とした質的研究

Teacher Involvement for Special Educational Support in Clinical Training: Qualitative Research Targeting Teachers at Nursing Schools

要旨

　目的：発達障害特性により特別な教育的支援を必要とする学生への看護教員の関わりを明らかにする．

　方法：看護専門学校3年課程で特別な教育的支援が必要な学生の臨地実習を指導した教員8名を対象に，半構造化面接を行い，質的記述的に分析した．

　結果：｢教員の関わり｣は，｢学生への教育実践｣と｢教員の思い｣に分類された．学生への教育実践は【困った学生という偏見を持たず，根気強く指導する】【看護職としての適性を見極め，職業選択を助言する】【学生の実習を支援するための特別な環境を調整する】【教員自身の教育力を向上させる】であった．教員の思いは【試行錯誤しながら支援方法に悩む】【学生の成績評価と看護師の適性との間のジレンマに苦悩している】【負の感情をコントロールしている】【これまで培った教育観に基づき教育に期待している】であった．

　結論：教員は，特別な教育的支援が必要な学生に，他の学生より2倍〜5倍の時間をかけて指導していたが，学生の成長を感じにくく，成長を促す支援と看護の質の保障との間で葛藤していた．

　Purpose: This study clarified the educational involvement of teachers for students who required special support in clinical training due to developmental disability characteristics.

　Method: Semi-structured interviews were conducted with eight nursing teachers from a three-year nursing vocational school who had experience in teaching clinical training to students who required special educational support. Interview data were analyzed qualitatively and descriptively.

　Results: “Teacher involvement” was classified into “educational practice toward students” and “teacher's thoughts.” The following were classified under educational practice toward students: “avoiding a biased perspective that considers students requiring special support as troublesome and teaching them with patience,” “assessing their aptitude as a nurse and advising them on career choices,” “coordinating a special environment to support student practicum,” and “improving the educational capability of teachers themselves.” The following were clarified from the teachers' thoughts: “worry about support methods identified through trial and error, ” “dilemma of evaluating students' grades and their aptitude as a nurse,” “controlling negative emotions,” and “high expectations regarding their educational attainment considering the quality of education they received until now.”

　Conclusion: Nursing teachers took two to five times longer to teach students requiring special educational support due to developmental disabilities when compared to teaching normal students. However, considering the difficulty in evaluating the growth of such students, there was conflict between support for promoting their growth and guaranteeing quality of nursing.