実習指導者が知覚した「教員と実習指導者の連携」のために教員が実践している教授活動

Abstract

目的：実習指導者が知覚した「教員と実習指導者の連携」のために教員が実践している教授活動を明らかにし，その特徴を考察する． 方法：全国の病院などに所属する実習指導者 983 名を対象に質問紙調査を行った．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：回収された 437 部（回収率 44.4％）のうちの有効回答 412部，パイロットスタディ43 部，計 455部の記述を分析した結果，【学習停滞が懸念される特定学生の問題状況を説明し問題克服に向けた指導を依頼する】【毎日あるいは定期的に機会を設け今後の指導方針を相談する】など，実習指導者が知覚した連携のために教員が実践している教授活動を表す 36 カテゴリが形成された． 結論：36 カテゴリが，《課題克服に必要な学習機会・資源の確保を依頼する》等，8 つの特徴を持つことを示唆した．Objectives: This study aimed to clarify the teaching activities　practiced by nursing faculties for “cooperation between the nursing faculty and clinical instructor” as perceived by clinical instructors and discuss their characteristics. Methods:  A questionnaire survey was conducted by postal mail on 983 clinical instructors affiliated with hospitals and other institutions nationwide. The collected data were analyzed using content analysis for nursing education based on Berelsonʼs methodology. Results: A total of 437 questionnaires were returned (response rate: 44.4%) and a total of 455 statements were analyzed, including 412 valid and 43 pilot study responses. As a result, 36 categories were clarified that represent the teaching activities practiced by nursing faculties for cooperation as perceived by clinical instructors, including “Explaining the problem situation of specific students who are concerned about academic stagnation and requesting guidance to overcome the problem” and “Setting up opportunities daily or regularly to discuss future instructional policies”. Conclusions: It was suggested that the 36 categories had eight characteristics, including “Requesting to secure the learning opportunities and resources necessary to overcome challenges”原著articl