A大学における看護学生のコミュニケーション・スキルの特徴と学年による違い

Characteristics of Communication Skills of Undergraduate Nursing Students and Differences in Skills in Each Academic Year in A University

要　　旨

　目的：看護学生のコミュニケーション・スキルの特徴および、学年による違いを明らかにする。

　方法：コミュニケーション・スキルの測定にはENDCOREsを用い、Tukey-Kramer法で学年間の比較を行った。

　結果・考察：調査対象はA大学看護学部の1年生から4年生の全451人だった。6つのメインスキルのうち、対人スキルの【他者受容】は、4年生が1年生、3年生よりも有意に高く、【関係調整】は、4年生が1年生、2年生、3年生よりも有意に高かった。【自己主張】は学年間に有意差はなかった。一方、基本スキルの【自己統制】【表現力】【解読力】は学年間に有意差はなかった。4年生のみ、他学年よりも【他者受容】と【関係調整】が高かったのは、看護学の学修の中でも特に臨地実習での経験が関係していると考えた。

　結論：看護大学4年生は、他学年と比較して対人スキルの【他者受容】と【関係調整】に自信があることが示唆された。

　Objective: The purpose of this study was to determine the characteristics of communication skills in each academic year of undergraduate nursing students and the differences in skills among them.

　Methods: A total of 451 undergraduate nursing students in the academic years from freshman to senior at A University participated in this study. Communication skills of nursing students were identified by a communication skill measurement called as ENDOCOREs. Six main communication skills were analyzed using a Tukey's-Kramer test to clarify communication skills among the students in different academic years.

　Results & Discussion: Among the six main communication skills, senior nursing students showed significantly higher mean scores for “other acceptance” than freshman and junior students. In addition, the mean score of senior students was significantly higher for “regulation of interpersonal relationships” than that of freshman, sophomore, and junior students. No significant differences were found among the academic years for the communication skills of “self-control,” “expressivity,” and “decipherer ability.” These results suggest that practical training in hospitals through the four academic years could encourage nursing students to accept others and regulate their interpersonal relationships with others.

　Conclusion: Differences in the level of communication skills in nursing students were associated with their academic year. Senior students had higher levels of skill with regard to accepting others and regulating interpersonal relationships.