@article{oai:air.repo.nii.ac.jp:00000560,
 author = {佐々木, 真紀子 and 石井, 範子 and 長谷部, 真木子 and SASAKI, Makiko and ISHII, Noriko and HASEBE, Makiko},
 issue = {1},
 journal = {秋田大学医学部 保健学科紀要},
 month = {Mar},
 note = {本研究の目的は,看護学生の臨地実習における「環境整備」の学習状況を分析し,臨地実習における看護技術教育の課題を明らかにすることであった.対象は本学3年生72人で,臨地実習が全て終了した後に調査を行った.その結果,「環境整備」はほぼ全員が実行できていた.しかし「環境整備の意義」と「場面」の記述では,1人あたりの記述件数は少なかった.また場面を伴わない抽象的な意義の記述が多かった.学生個々にみると,環境整備を実施しているが,臨地実習で環境整備の意義や場面が意識化される学習の機会が少ないことが推察された.一方,「環境整備の意義」と「場面」の記述は,それぞれ18カテゴリーに分類された.集団的には,学生は臨地実習で多様な意義を学んでいると考えられた.また記述内容からは,環境整備が対象の看護問題の解決手段として適用されていることが推察された.以上のことから,今後の臨地実習における看護技術の教育上の課題として,学生が学習の機会を意識化できるような意図的な関わり,看護技術教育と臨地実習を担当する教員や実習指導者の緊密な連携,臨地実習の多様な学びの機会を学生個々の学びの機会につなげていくような指導のあり方を検討していく必要性が示唆された., The purpose of this research was to analyze the situation of "environmental structuring" in student nurses' clinical practice, and to clarify problems relating to nursing skills education in clinical practice. The subjects were 72 third years in nursing college, and the investigation was conducted after all clinical practice was completed. Consequently, all members were able to realize environmental structuring. However, each individual had few descriptions of "the significance of environmental structuring" or of "situation". Moreover, there was much abstract description unrelated to situation, and little description of situation taking each student individually, they were able to carry out environmental structuring, but there were few study opportunities for them to become conscious of the meaning of environmental structuring, or of situation. Although "meaning of environmental structuring" and description of "situation" were classified into 18 categories, respectively, it is thought that students learnt diverse meanings throughout their clinical practice. Moreover, the contents of descriptions suggest that environmental structuring is applied as a way of resolving nursing problems. As a future issue for nursing training during clinical practice, it is suggested that it is necessary to plan train-ing where students can become conscious of learning opportunities, the faculties and clinical instructors can work in close cooperation, and students can have the opportunity for a wide・ range of learning during clinical practice.},
 pages = {68--74},
 title = {臨地実習における看護技術の教育上の課題 : 「環境整備」の学習状況の分析から},
 volume = {11},
 year = {2003}
}