文章完成テストにみる看護学生の育児性の肯定化と関連する背景 : 学習段階の追跡から  [in Japanese] Acquisition of a positive attitude toward childcare among student nurses : changes and factors affecting changes as revealed by Sentence Completion Tests : Throughout all three stages of training  [in Japanese]

青年期の看護学生44名を対象に文章完成テストの結果から育児性にみられる肯定否定の出現を調べ, 対象のもつ子どもに対する感情や接触体験, 養育環境との関連を検討した。3つの学習段階において児に関連した項目を文章化させた結果, 講義開始時の肯定内容は他の段階と比較し23名(52.3%)と少なく, 実習後には36名(81.8%)と高くなった。育児性の肯定否定内容と学生のもつ背景との関連は, 講義開始時点で肯定内容を示した場合, 否定内容を示した者に比べ対児感情に接近傾向と回避低下が認められた。他の段階ではどの背景とも関連がなかった。育児性の内容は, 講義開始時点で21名(47.7%)が否定的となり, 実習後にはそのうちの14名(31.8%)が肯定的に変化した。逆に実習後に否定的であった者は, 肯定から否定的に変化した者も含め8名(18.2%)であった。学習過程を通した分析では, 沐浴演習時までは講義開始時の回避感情の低下が, 沐浴演習以降は沐浴演習時の接近感情の上昇が育児性を肯定化する予測因子となっていた。過去の子どもとの接触体験や養育環境の影響はなく, 学習初期からの子どもへの対児感情の高まりと学習体験が学生の育児性の肯定化に関わっていることが示唆された。

Sentence Completion Tests were given to student nurses at our university to evaluate the development of positive or negative attitudes toward childcare and the impact of the subjects' feelings toward children, experiences with children, and exposure to child-rearing environments on their attitude. Students were asked to construct sentences on topics related to children at three different stages in their education. The number of students with a positive attitude was lowest at the earliest stage of testing (23 students, 52.3%) but increased after clinical training (36 students, 81.8 %). The relationship between the students' positive or negative attitudes toward childcare and their personal backgrounds was compared. Students with positive attitudes toward children at the earliest testing stage were more willing to approach children and less likely to avoid them. At the other testing stages, no correlations were noted between the attitudes of the students toward children and any of the background factors. At the earliest testing stage, 21 students (47.7 %) exhibited negative attitudes toward childcare. Among them, 14 students (31.8 %) changed their attitude by the end of their clinical training. On the other hand, 8 students (18.2 %) who initially had a positive attitude toward childcare developed negative attitudes by the end of their clinical training. Decreasing avoidance with children at earliest testing stage served as a predictor of a positive change in attitude before their clinical training ; at the same time working closely with children at their clinical training on the bathing of infants served as a predictor of a positive change in attitude after their clinical training. Past experience with children or exposure to a child-rearing environment had no effect on the students' attitudes. Augmenting positive feeling toward children from an early stage of training and the experiences of students during training were thought to be related to the acquisition of a positive attitude toward childcare.