看護系大学院修士課程社会人学生の特性と学習ニーズに関する研究

Study on the Attributes and Academic Needs of Master Course Nursing Students Holding Jobs

要旨

　目的：看護系大学院修士課程社会人学生の個人的特性と学習ニーズを明らかにする。

　方法：2006年4月に開校している全国の看護系大学院46校に在籍する社会人大学院生474名に自記式質問紙を配布した。有効回答169名（有効回収率35.6％）を分析対象とした。個人的特性項目は記述統計を行った。自由記載内容はコード化し、そのコードの相違点、共通点について比較分析しカテゴリー化（抽象化）を行った。

　結果：対象者の年齢は平均35.8歳（SD7.7）で、看護職歴は平均11.8年（SD7.6）であった。大学院入学動機として、『看護実践能力の向上』『臨床看護継続の葛藤』『看護研究の実践』『キャリア発達』『外的刺激』『大学院教育の魅力』『看護職としての節目』『両立の可能性』の8カテゴリーが抽出された。入学動機や専攻分野の選択理由から、看護職という専門職の中枢に精通していこうとするキャリア発達の方向性が認められた。

　結論：対象者は女性の就業の特徴である「M字型カーブ」の窪みに位置する年齢層の者が多く、仕事と学業の両立を目指していた。彼らは、キャリアの確立段階にいて、自己の専門・関心分野について模索する中で、長期的な目標を特定し具体的行動の始まりとして進学を選択していた。彼らは、看護職としてさまざまな役割を経験することによって、自己の能力に対して課題を持ち、学習ニーズが刺激され、新しい知識や論理的・科学的思考能力等の向上を求めていた。

Abstract

　Objective: To clarify the attributes and academic needs of master course nursing students holding jobs.

　Method: Self-administered questionnaires were distributed to 474 working students in the 46 graduate schools of nursing nationwide operative as of April 2006. 169 valid responses(valid response rate 35.6%) were subject to analysis. Individual attributes were analyzed by descriptive statistics, free inscription content was coded, disparities and commonalities were rendered to comparative analysis, and abstraction.

　Results: Mean subject age was 35.8 years(SD 7.7), and mean nursing experience was 11.8 years(SD 7.6). Eight categories were extracted as motives for entering graduate school: enhancing nursing skills, conflicts regarding continuing with clinical nursing, pursuing nursing research, career enhancement, external stimulation, attraction of graduates education, turning point as a nurse, and the possibility of undertaking the dual role. Wishes for career enhancement were portrayed through initiatives to further their understanding of nursing as a profession, and were visible through their motives for pursuing graduate education and their reasons for selecting particular areas of expertise.

　Conclusion: A large proportion of the subjects were those falling into the depressed region of the M-curve characterizing the female workforce, attempting to successfully juggle both work and study. In the stage of establishing their careers, they were selecting further education as their initial step towards long-term goals set through their search for areas of specialization and true interests. Their experience of assuming various roles and duties as a nurse had led the subjects to question their own skills, stimulating the drive for further study, in pursuit of new knowledge and elevation of skills for logical and scientific thinking.