臨地実習指導者と大学教員が認識する看護実習生の責任ある行動

Responsible Behavior of Nursing Trainees Commonly Recognized by Clinical Practice Instructors and University Faculty

要旨

　目的：臨地実習指導者と大学教員が認識する看護実習生の責任ある行動を明らかにすること．

　方法：指導者21人と教員22人に半構造化面接法によりデータを収集し，テキストマイニングによる量的分析と質的帰納的分析のミックス法を用いた．

　結果：両者の語りで上位頻出単語の単純一致率85.3％，Kappa係数0.71．実習前から実習中に渡り【自己の不安に向き合う行動】をし，実習中は【実践力向上のための学び方を学ぶ行動】【看護実践を振り返る学習態度】をしながら【安全に配慮した統制行動】【理由を思考したルールの遵守行動】【意味を理解して伝える行動】【状態・状況に関心を寄せる行動】【相手の立場に立った行動】【信頼が得られる行動】【自己の努力を評価する行動】が責任ある行動として抽出された．

　結論：両者は実習生が学ぶために行動することや，クライエントの安全への配慮や関係構築に向けて統制する行動が責任ある行動と捉えていた．

　Objective: The purpose of this study was to clarify the perceptions of clinical practice instructors and university faculty regarding responsible behavior of nursing trainees.

　Methods: Data was collected using semi-structured interviews with 21 instructors and 22 faculty members, and a mixed methods of quantitative analysis using text mining and qualitative inductive analysis was used.

　Results: The agreement rate of the main words in both was 85.3% and the Kappa coefficient was 0.71. As a responsible behavior, trainees take "Behavior to face their own anxiety" before the practice; and during the practice, while development of "Behavior of learning how to learn to improve practical skills," "Learning behavior reflecting on nursing practice," "Behavior showing interest in the other person's state," "Behavior considering the other's point of view," "Behavior that understands and conveys meaning," "Obeying rules while thinking about reasons," "Behavior that control safety," "A practical attitude that builds trust," and "Behavior that evaluates one's own efforts," was required.

　Conclusion: Both considered responsible behaviors to be taken by the trainees to learn, as well as behaviors that are controlled with consideration for the client's safety and relationship building.