Factors that Inhibited the Implementation of a Daily Practicum Teaching Plan for Nursing Faculty

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  • 看護学教員の日々の実習指導計画の実施を 阻害する要因
  • カンゴガク キョウイン ノ ヒビ ノ ジッシュウ シドウ ケイカク ノ ジッシ オ ソガイ スル ヨウイン

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目的：看護学教員の日々の実習指導計画の実施を阻害する要因を明らかにし，日々の実習指導計画の実施を阻害する要因となる事象に遭遇しやすい状況を考察する． 方法：実習指導を担当する教員623 名を対象とし，質問紙法を用いてデータを収集した．データ分析には，Berelson,B. の方法論を参考にした看護教育学における内容分析を用いた． 結果：303 記録単位を分析した結果，【援助実施に必要な学生の準備状態不足】，【クライエントの状態変化】，【学生が予定していた援助実施への実習指導者からの許可獲得不可】，【感染源との隔離に向けた学生とクライエントの接触機会制限の必要性発生】など教員の日々の実習指導計画の実施を阻害する要因を表す36カテゴリが形成された． 結論：教員の日々の実習指導計画の実施は，《授業成立要件の未充足》，《学習機会確保に向けた看護師からの支援獲得困難》などの状況の中で阻害されやすい．

Objectives: We elucidated factors that may hinder nursing faculties from implementing daily practicum teaching plans in everyday teaching settings, and considered situations where these factors are likely to be encountered. Methods: Participants were 623 nursing faculties who were instructors for the nursing clinical practicum. Data were collected using a questionnaire and were analyzed using content analysis for nursing education, based on Berelson's methodology. Results: An analysis of 303 record units generated 36 categories suggesting factors that interfered with practicum teaching plans used daily by nursing faculties. The categories included:“ lack of preparation by students which is necessary for nursing faculties to provide support,”“ changes in the situation of the client,”“ permission cannot be obtained from the practical training leader for the student's planned assistance,” and“ the need to limit access opportunities between students and clients for isolation from the source of infection”. Conclusion: The implementation of daily practicum teaching plans for nursing faculty is likely to be hindered in situations such as《 unsatisfied class establishment requirements》 and《 difficulty in obtaining support from nurses to secure learning opportunities for students》

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群馬県立県民健康科学大学紀要16,51-66.(2021)

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