COVID-19流行下の教育支援体制を見直すきっかけとなった新人看護師の様相とそれに対して講じられた教育支援策—看護管理者を対象とした質的研究

Aspects of New Graduate Nurses That Trigger Improvement of Educational Support Systems in COVID-19 Pandemic and Educational Support Measures Implemented: A Qualitative Study of Nurse Administrators in Hospitals

要旨

　目的：看護管理者が認識するCOVID-19流行下の教育体制を見直すきっかけとなった新卒看護師の様相とそれに対して講じられた教育支援策を明らかにする．

　方法：本研究はCOVID-19流行下の新卒看護師教育に関わった15施設の看護管理者各1名ずつに，半構造化面接を実施し，質的内容分析を行った．

　結果：新卒看護師の【コミュニケーションに対する困難感の増強】，【交流減少に伴う相互扶助の関係性の希薄化】【精神的負担の増強】などを捉えており，講じた教育支援策として【研修や自己学習におけるICTの活用】【不足した看護技術を補うためのシミュレーション研修および現任教育の強化】【新人看護師のペースに合わせた教育方針への転換】【相談支援体制の強化】などが抽出された．

　結論：感染症流行下の新卒看護師の教育支援体制にはICTの活用と心理的安全性を高めることが重要であると示唆された．

　Objective: To identify aspects of new graduate nurses that triggered a review of the educational system during the COVID-19 pandemic as perceived by nursing managers and the educational support measures implemented in response to the disaster.

　Methods: Semi-structured interviews were conducted with one nursing administrator from each of the 15 facilities involved in the training of new graduate nurses during the COVID-19 pandemic. The data were qualitatively analyzed using content analysis methods.

　Results: Nursing managers recognized the following experiences as indicative of the educational system's need for revision. According to nursing managers, graduate nurses experienced increased difficulty with communication, dilution of mutual support relationships due to reduced interaction, and increased mental strain. as aspects of new graduate nurses' experiences. In contrast, educational support measures taken included the use of ICT in training and self-study, reinforcement of simulation training and on the job training to compensate for deficient nursing skills, matching educational goals to the pace of nursing graduates, and reinforcing the consultation support system.

　Conclusion: These results suggest that the use of ICT and psychological safety are important to support the education of new graduate nurses throughout the COVID-19 pandemic.