介護福祉教育と介護研修における「家政教育・研修ニーズ」に関する研究 : 6種類の施設・事業所の介護福祉士を対象とした調査結果の比較分析から

本研究では，介護福祉士が現在の仕事に「役立つ」と感じる有用な家政内容を「家政教育・研修ニーズ」とし，それを把握することで介護福祉教育（介護福祉士養成校での教育）と介護研修（介護現場での研修）の連携のあり方を明らかにすることを目的とした．質問票調査回答者のうち介護老人福祉施設109人，介護老人保健施設117人，認知症グループホーム69人，訪問介護137人，通所介護94人，通所リハ137人を分析対象とし，家政内容67項目の役立ち度を4段階で評価した．その結果，①事故・災害防止策や室内環境整備，加齢・障害・疾病に応じた栄養・調理の内容は共通して高い，②施設・事業所の特性によって異なる内容は調理知識・技術系，住居管理系，被服管理・技術系に分けられる，③養成校卒業者も介護福祉教育や介護研修で家政を学ぶ必要性を高く認識する傾向が判明した．以上を踏まえ，介護福祉士に必要な家政内容を養成校と介護現場の双方が周知し，介護福祉教育と介護研修が連動する中で継続的・段階的に学べる体制の必要性が示唆された．The study aims to clarify how a cooperation should be established between education at training school for certified care-workers and training for care-workers while certified care-workers experiences and comprehends the contents of effectibe household management in the job as “Home economics education/training needs”. Among the respondents for the questionnaire surbey, the study evaluated 67 household items with 4 useful levels by targeting 109 respondents at nursing care homes for elderly, 117 respondents at longterm care health facilities. 69 respondents at group home for elderly with dementia, 137 respondents for home-visit nursing care, 94 respondents for elderly day-service, and 137 respondents for elderly day-care as analytic subjects. As the result, the study found that ① Common to be a high level in accident/disaster prevention, indoor environment maintenance, and nutrition/cooking in accordance with aging/disability/sickness, ②Possible categorization for different contents by the characteristic of facility/business establishment such as cooking knowledge/technical related items, housing management related items, and clothing management/technical related items, and ③Even graduates from training school are more likely to highly recognize the need for learning household management throuth education at training school for certified care-workers and training for care-workers. With the consideration of the above, it is suggested that a continuous/phased learning system will be necessary while both training school and nursing care workplace understand necessary household contents, and education at training school for certified careworkers and training for care-workers work closely together

介護実習指導者の「自信のなさ」に関する要因と改善に向けた課題の研究 ―面接調査結果のテキストマイニングによる分析を通して―

本研究では介護実習指導者の「自信のなさ」に焦点を当て，指導者が実習指導で「自信がない」と感じる内容や要因，改善に向けた研修状況を確認した．指導者20名を対象に行った面接調査結果についてKH Coderを用いたテキストマイニング分析の結果，若く指導歴が浅いほど記録指導や学生への教え方に自信がなく，それを補う研修を望む傾向が示されたが各職場での実習指導研修は未実施であったこと，「自信のなさ」は①実習生，②指導者自身，③職場組織に起因する各課題が相互に関連して生じていること，特に①と②よりも②と③に起因する課題のほうが強い関連があることが判明した．介護実習では学生と指導者の課題が報告される傾向が強い中，職場組織における実習指導体制の改善の必要性が示唆された．今後は実習場面を想定した実習教育の強化に加え，職場内での実習指導研修の導入，職員間における意識・知識・技術の差の縮小，養成校と介護現場との連携推進，そして実習指導の内容・方法における具体的なモデル化を図ることが課題となる．In this study, we focused on care practice instructor with\u27A lack of confidence\u27and identifiedthe content, factor, and improvement in a training program where the instructors actuallyindicated\u27A lack of confidence\u27in care practice instruction. As the result of text mining analysiswith use of KH Coder for the interview survey targeting 20 instructors, the study found thatyoung less-experienced instructors seemed to have a lack of confidence for instructions on thepractice record or teaching method for students and also tended to show a desire to take atraining program to compensate for such shortcomings. The study also found that a trainingprogram for care practice guidance at each workplace was not implemented and\u27A lack ofconfidence\u27was developed due to the mutually-related issues among ①Students, ②Instructor,and ③workplace organization; particularly the issues were strongly related to ②③ comparedto ①②. While the issues for students and instructors in care practice were more likely to bereported, it was suggested that an improvement on care practice guidance system in workplaceorganization. For future, in addition to Enhancement of practical education under assumption ofactual practice situations, there would be other issues such as Introduction of training program for care practice guidance at workplace, Reduction of difference in awareness, knowledge, andtechnique among the staff, Promotion for a collaboration between a training school and a care site,and Specific modeling system for contents/methods of care practice guidance.