愛知県内における実習指導者の学習ニードとその関連要因

Learning Needs and its Related Factors of Clinical Nursing Practicum Instructors in Aichi Prefecture

要旨

目的：愛知県内の病院に勤務する実習指導者の実習指導者経験と学習ニードの実態、およびそれらに関連する要因を明らかにし、実習指導者育成のあり方への示唆を得た。

対象と方法：愛知県内の病床数100床以上の全病院203施設のうち看護部長から承諾が得られた46施設の実習指導者816名を対象に、『学習ニードアセスメントツール─実習指導者用─』21項目を用いて質問紙法で実施した。

結果：分析対象は、454名（有効回答率95.6％）であった。実習指導者講習会の受講者（40.3％）は、実習指導を担うときの勤務状況が専任、自ら実習指導者を希望、実習指導者役割継続意向が高い、自己研鑽の遂行などが有意に多かった。学習ニードは、実習指導者役割継続意向が高い者、自己研鑽や実習指導者責務遂行努力をしている者が、そうでない者よりも有意に高得点であった。

結論：実習指導の役割を担う者には、実習指導者講習会の受講機会を与えることと、実習指導の専任体制を整えていくことの重要性が示唆された。学習ニードは、実習指導者役割継続意向などとの関係が確認されたことから、実習指導者の内発的動機付けを喚起し、自発的に実習指導の役割を担えるよう、本人の意向を反映することが必要と考えられた。

Purpose: The purpose of this study was to clarify the current situation of and related factors to the learning needs and experience of practical training instructor of clinical nursing practicum instructors working at hospitals in Aichi Prefecture, in order to obtain suggestions for how to train clinical practicum instructors.

Subjects and Methods: Among all 203 hospitals with at least 100 beds in Aichi Prefecture, we conducted a questionnaire survey of 816 clinical practicum instructors at 46 hospitals whose nursing directors provided consent for them to participate. We examined factors related to learning needs using 21 items from the “Learning Needs Assessment Tool for Clinical Instructors”.

Results: The responses of 454 instructors (valid response rate: 95.6%) were analyzed. A significantly large number of attendees of clinical practicum instruction courses (40.3%) worked as dedicated instructors when responsible for clinical practicum instruction, personally expressed a desire to be clinical practicum instructors, were strongly inclined to continue in the role of clinical practicum instructor, and performed self-study among other things. Those with a strong inclination to continue in the role of clinical practicum instructor and those who performed self-study and made an effort to fulfill their responsibilities as a clinical practicum instructor scored significantly higher for learning needs than those without these traits.

Conclusions: The results of this study suggested the importance of offering opportunities to attend clinical practicum instruction courses for those responsible for clinical nursing practicum instruction and establishing dedicated clinical instruction systems. The confirmation of a relationship between learning needs and factors including intent to continue in the role of clinical practicum instructor indicates the need to reflect the intentions of clinical practicum instructors, so that their intrinsic motivation is awoken and they voluntarily take on the role of clinical practicum instructor.