Perceived Growth of Nursing Students through Experience as Open Campus Staff

Abstract

本研究の目的は，オープンキャンパスのスタッフを経験したことによる看護学生の成長実感を明らかにすることである。オープンキャンパススタッフとして活動したことのある保健医療学部の4年生3名、および卒業生6名を対象に半構成的個別インタビューを実施した。インタビューでは、オープンキャンパスでの活動を振り返りながら，変化や成長したと実感していることを対象者の視点で自由に語ってもらった。得られたデータを繰り返し精読し、学生の成長に関連した文章を抽出した上で，意味内容の類似性を確認しながらカテゴリー化した。 その結果、オープンキャンパスのスタッフを経験したことによる看護学生の成長実感として，【コミュニケーション能力】，【視野の広がり】，【対応力】，【チームワーク】，【計画力】の５カテゴリーが抽出された。 コミュニケーション能力は，「話す力」，「大勢の前で話す力」，「話を聴く力」，「様々な世代の人と関わる力」，「話しやすい雰囲気作り」，「相手に合わせたコミュニケーション」の６つのサブカテゴリーで構成された。視野の広がりは，「全体を見る力」，「相手を受け入れ理解する力」，「先を見通す力」の３つのサブカテゴリーで構成され、対応力は，「臨機応変に対応する力」，「行動力」，「自信を持った行動」の３つのサブカテゴリーで構成された。チームワークは，「グループをまとめる力」，「他者を頼る」，「調整能力」，「スタッフ間での意思疎通」の４つのサブカテゴリー、計画力は「計画を立てる力」のサブカテゴリーで構成された。オープンキャンパススタッフになることは，オープンキャンパスの活性化だけでなく，学生自身の成長にも寄与し，看護師になった際にも有益であると考えられた。The aim of this study is to elucidate the perceived growth of nursing students resulting from their experience as Open Campus staff. Semi-structured individual interviews were conducted with three fourth-year students and six graduates from the Department of Health Sciences who had previously served as Open Campus staff. In the interviews, participants were asked to freely discuss their experiences, reflecting on their activities as Open Campus staff and expressing how they perceived changes and personal growth. The collected data underwent repeated careful readings, and passages related to student growth were extracted. These passages were then categorized while confirming the similarity of their semantic content. Consequently, the nursing students' experiential growth through their involvement as staff in the open campus has been identified in five categories: [Communication Skills], [Broadening of Perspectives], [Adaptability], [Teamwork], and [Planning Skills]. Communication skills were composed of six subcategories: [speaking ability], [public speaking ability], [listening skills], [ability to interact with people of various generations], [creating an approachable atmosphere], and [adapting communication to the other person]. Broadening of Perspectives consisted of three subcategories: [ability to see the whole picture], [acceptance and understanding of others], and [ability to foresee the future]. Adaptability was structured with three subcategories: [flexibility in responding to situations], [proactive behavior], and [confident actions]. Teamwork included four subcategories: [ability to lead a group], [dependency on others], [coordination skills], and [interpersonal communication among staff]. Planning skills were constituted by the subcategory [ability to formulate plans]. Becoming an open campus staff member was considered not only contributing to the activation of the open campus but also beneficial for the personal growth of the students. It was believed to be beneficial even in their future roles as nurses.departmental bulletin pape