身体抑制に遭遇した看護学生の問いの編集：ナラティヴ分析

Editing Nursing Students' Questions about Encountering Physical Restraint in Clinical Practice: A Narrative Analysis

要旨

　目的：看護学生が臨地実習で遭遇する身体抑制に焦点をあて，そこから得られる問いの答えを明らかにするための思考や行動はどのように行われるのかを看護学生の経験から明らかにすること．

　方法：ナラティヴ分析による質的記述的研究を行った．機縁法を用い，研究対象者は2021年3月に看護学士課程を卒業する卒業予定者16名とし，インタビューガイドを使用したオンラインによる半構成的面接法を行った．分析手法は，ナラティヴ分析におけるテーマ分析とした．

　結果：全16事例中，251の問いの編集の語りがあった．12の問いの編集のテーマ，32のサブテーマに類型化された．

　結論：倫理を考える上で，看護学の初学者としての思考が2極化する傾向が示され，倫理教育に必要な「考え方の可能性を広げる」ための教員，臨地実習指導者等の関わり方の必要性が示唆された．

　Purpose: To focus on the physical restraints encountered by nursing students in their clinical practice and to identify from their experiences their edits of how nursing students consider and act on the questions that arise from these restraints.

　Methods: A qualitative descriptive study was conducted using narrative analysis. Based on the kinship method, the study sample consisted of 16 prospective graduates who were about to graduate from the Bachelor of Science in Nursing program in March 2021. Semi-structured interviews were conducted online using an interview guide. Thematic content analysis was performed to analyze the interview data.

　Results: In total, 251 question-editing narratives were extracted from 16 cases, typified by 12 question-editing themes and 32 sub-themes.

　Conclusion: In the context of ethics, the analysis results showed a tendency toward polarized thinking in the nursing students, suggesting the need for the involvement of faculty, clinical practice supervisors, and others in "expanding the possibilities of thinking," which is necessary for ethics education.