学生における基礎看護学実習の学習効果と経年的変化 <調査・報告>

基礎看護学実習の学習効果並びに学生の経年的変化を把握する目的で,基礎看護学実習前後に履修学生406 名を対象に質問紙調査を行った.質問紙の構成は学習に関する7項目と意識・感性の計8項目とした.実習は2001 ～2007 年に毎年実施し,実施期間を3期(Ⅰ期:2001～2003 年,Ⅱ期:2004～2005 年,Ⅲ期:2006～2007 年)に分けて学習効果を比較した.その結果,対象者数は329 名となり,全項目において実習前よりも実習後に得点の有意な上昇を認め,実習によるプラスの効果が確認された.また,実習前の「意識・感性」得点はⅠ期よりⅢ期が有意に低かったものの,実習後には差を認めなかったことから,Ⅲ期の学生らは看護師を目指す意識の低い者が多く,かつ自信のない者も多い傾向が示唆された.一方で,実習後には「自信の持てる心境」へと変化しており,実習指導体制の整備が一因と考えられた.今後,実習指導の効果を更に高めるためには,指導者の質の向上とともに量的な確保が必要であると考えられた.

A questionnaire survey of successive nursing student classes was carried out to ascertain theireducational effect on basic clinical practice and to compare the most recent group of nursing students with two earlier groups. The survey was carried out before and after the practice course. The questionnaire consisted of eight items, of which seven were on the process of learning in the program and one was on awareness and sensitivity. The basic clinical practice courses were performed every year from 2001 through 2007 and the students surveyed were divided into three groups (I, 2001-2003; II, 2004-2005; III, 2006-2007) by investigation period. As a result, 329 questionnaires were collected, and we compared and analyzed the scores obtained for each group of classes.

The scores at post-practice in all items were significantly higher compared with those at prepractice. The scores on "awareness and sensitivity" at pre-practice were significantly lower in group III than in group I. However, the scores of both groups at post-practice were similar.

These results suggest that more recent nursing students have a lower awareness of necessary professional attitudes and lacked self-confidence. However, the awareness of these students changed to "a more confident state of mind" after the practice.

This survey indicates one area for improving the educational system around the basic clinical practice and the importance of providing guidance adapted to the characteristics of the needs of each class of students. Increasing the number of instructors may be necessary for improving the quality of the educational guidance.