臨床実習指導者からみた看護学生のエンパワーメントの促進要因と阻害要因：質的内容分析

Factors that Promote and Inhibit Nursing Students' Empowerment from the Perspective of Clinical Nursing Instructors: A Qualitative Content Analysis

要旨

　目的：臨床実習指導者からみた看護学生のエンパワーメントの促進要因と阻害要因を明らかにする．

　方法：臨床実習指導経験が3年以上で現在看護学生へ指導を行っている看護師7名に半構造化面接を実施し，内容分析によりカテゴリ化した．

　結果：促進要因として7カテゴリが抽出され，【臨床学習環境における一体感の醸成】，【看護学生の置かれている状況や気持ちの理解】，【個々の看護学生の必要に応じた支援】，【周囲の人たちの働き方を体感できる学習機会】，【挑戦から学べる看護実践への継続的参加】，【仲間との実践場面の共有】，【学習成果の還元】であった．阻害要因として，【負担を感じる職場環境】，【不十分な時間】，【実習目標の不一致】の3カテゴリが明らかになった．

　結論：臨床学習環境における一体感の醸成や看護学生の状況の理解をもとに，学習と実践の往還が，看護学生の課題解決に向けて取り組む力を強化していくことが示唆された．

　Purpose: To identify factors that promote and inhibit empowerment of nursing students as perceived by clinical nursing instructors.

　Methods: Semi-structured interviews were conducted with seven nurses with three or more years of clinical nursing instructing experience who are currently active as instructors, and then categorized by content analysis.

　Results: Seven categories of promoting factors were identifed: “fostering a sense of unity in the clinical learning environment”, “understanding the situation and feelings of nursing students”, “support for individual nursing students according to their needs”, “learning opportunities which enabled them to experience the way people around them worked”, “continuous participation in nursing practice to learn from challenges”, “sharing of practice situations with peers”, and “giving back the outcome of their learning”. Tree categories of inhibiting factors were identifed: “burdensome work environment”, “insufcient time”, and “discrepancy in practice goals”.

　Conclusion: Based on the development of a sense of unity in the clinical learning environment and an understanding of nursing students' situations, the study suggested that the back-and-forth between learning and practice strengthens the nursing students' problem-solving abilities.