Effect of Reflection on Critical Thinking Experience Dispositions of Nursing Students on Clinical Practice

本研究では，看護学生の臨地実習体験場面におけるリフレクションが批判的思考態度を変化させるかどうか，また，変化するのであれば，学生のリフレクション過程で変化を導く鍵となる批判的思考態度は何かを明らかにすることを目的とする．看護学生７５人を対象に，臨地実習における否定的体験をリフレクションし，批判的思考態度と職業的アイデンティティ，リフレクション自己評価を調査した．リフレクション後では前に比べて，職業的アイデンティティと批判的思考態度の「懐疑的態度」と「探究心」が有意に高くなった．リフレクション後に，職業的アイデンティティに影響を与えたのは「懐疑的態度」と「探究心」の２つであり，リフレクション前と変化した．以上，看護学生の職業的アイデンティティを高めたのは，リフレクションによって「懐疑的態度」と「探究心」が向上したためであり，この２つがリフレクティブな思考に関与する重要な鍵となる因子であることが示唆された．The purposes of this study were to clarify whether reflection transforms nursing students’ critical thinking dispositions on their clinical practice, and how their critical thinking dispositions affect the process in which they transform their way of grasping experiences after their clinical practice at hospitals. ７５nursing students reflected on their negative experiences of their clinical practice at hospitals（“RL”）. For assessing RL, we used a critical thinking dispositions scale, a professional identity scale and a reflection self-assessment scale. Their professional identity, and two critical thinking disposition subscales of “Skeptical attitude” and “Inquisitive mind” were significantly higher after RL than, those before. The factors affecting their professional identity after RL were “Skeptical attitude” and “Inquisitive mind”. As these two factors were transformed by RL, it was suggested that they are important keys to reflection

ガン サバイバー ノ シンリテキ テキオウ シャクド ノ カイハツ : シンライセイ・ダトウセイ ノ ケントウ

本研究の目的はがんサバイバーの心理的i適応を測定する尺度(Thc Scale on Psychological Adjustment of Cancer Survivors : PACS)を開発し, 信頼性, 妥当性を検討することである。概念分析とがんエキスパートによる内容的妥当性の検討,予備調査により74項目の原案を作成し,がんサバイバーに調査した。有効回答238を分析した結果,18項目4因子【がんとともに生きる自分を受け入れている】【成長した自分がいる】【自分を取り戻している】【うまくやれないでいる】の尺度が作成できた。Cronbach'sα は.87と内的整合性を示し,再テストによる安定性,基準関連妥当性 検証的因子分析による構成概念妥当性も確認できた。以上.PACSは‐定の信頼性と妥当性を確保しており,今後,臨床の活用でがんサバイバーの心理的適応を測定する有用な尺度になり得ることが示唆された。The purpose of this paper is to develop the Scale on Psychological Adjustment of Cancer Survivors（ PACS） and analyse its reliability and validity. We prepared a temporary scale consisting of 74 items based on a concept analysis with expert examination of the content validity, as well as a pilot study. The subjects of the analysis were 238 cancer survivors. Factor analysis extracted the following four factors, comprised of 18 total items: “accepting myself as a patient living with cancer”; “feeling personal psychological growth”; “regaining myself”; and“ experiencing a lack of well-being”. The reliability of the scale was confirmed by a Cronbach’s α internal consistency reliability coefficient of .87 for the 18 items. Test-retest reliability and criterion-related validity were almost satisfactory for all areas. Confirmatory factor analysis was conducted by analysing covariance structures, and the hypothesised statistical model was found to fit the actual data. In conclusion, the reliability and validity of the PACS were confirmed, and this scale may be suitable for use with cancer survivors, though further refining of the scale is necessary

Validity of Rubrics for Team-Based Learning in Dental Hygienist Education in Japan

Purpose: This study aimed to determine the validity of rubrics for team-based learning (TBL) classes in dental hygienist education. Rubrics are learning achievement evaluation criteria that provide a learning support system with high equity, equality and objectivity. In this study, we adopted rubrics for grading students in TBL classes instead of peer evaluation, and evaluated its validity and effectiveness. Methods: Subjects were 25 second-year dental hygienist students in a medical ethics course. Eight classes were held during the semester: two classes with a traditional face-to-face teaching style, and five classes with a TBL style. In the last class, the students wrote a term paper about what they learned in the class and evaluated their learning achievement according to the criteria in a rubric table. During the TBL classes, students were graded using an individual readiness assurance test (IRAT), group readiness assurance test (GRAT), and self-evaluation of their level of contribution to group discussion and preparatory study. The term paper was also scored. Correlations of these scores and the results of the rubric evaluation were analyzed. Results: The rubric scores showed a significant positive correlation with all other scores excepts for the GRAT. Multiple regression analysis using the rubric scores as the criterion variable and the other scores as the explanatory variables showed a significant association between the rubric scores and the other scores. Conclusion: These results indicate the effectiveness of the evaluation points and criteria in the rubric table and the validity of the rubric scores for this course

ヒヤリハット体験に関する看護学生のリフレクション

本研究の目的は，ヒヤリハット・シミュレーション体験後のリフレクションの構成要素，及び「ヒヤリハット体験」がリフレクションに影響するかどうかについて明らかにすることである．「ヒヤリハット体験」は，誤薬のシミュレーションで，研究に同意の得られた５年一貫課程の最終学年の看護学生を対象に実施した．その後，体験群と対照群の両者で構成するグループによるリフレクションを行った．また，「リフレクション自己評価アンケート」を実施し，因子分析した．その結果，第１因子「事故を起こした自分の気持ちや自己の傾向への気づきと表現・分析」，第２因子「事故原因の追及と解決のためのスキルへの気づき」の２因子構造，７項目から構成されることを確認した． 第１因子の平均値の比較では体験群が対照群よりも有意に高かった（p＜０．０１）．これは，ヒヤリハットを自ら体験することがエラーを起こす可能性がある自己の傾向に気づき，振り返って熟考するリフレクションを可能にしたといえる．The purpose of this research was to clarify the effects of simulated experience of medical accidents （HIYARIHAT） and determine whether experiencing HIYARIHAT influences nursing students’ self-reflection. Participants were nursing students who agreed to participate and were in their final （fifth） year of a nursing program. In the simulated HIYARIHAT, students were required to prepare infusion solution preparations. Following the simulation, both a group HIYARIHAT group and control group met to discuss the simulation. Both groups completed the Reflection Self-Assessment Questionnaire （RSAQ） and the data were used for factor analysis. The results revealed two factors comprised of seven items. The first factor was “Expressing and analyzing the feeling and the patterns that caused the accident”. The second factor was “Identifying the cause of the accident and the skills that can prevent it”. The mean score for the first factor was compared between the self-reflection group and the control group. The mean score for the first factor was found to be significantly higher in the self-reflection group than in control group （p＜０．０１）. The present findings indicate that the self-reflection group noticed the patterns that might have cause an error by experiencing their own HIYARIHAT because they were able to look back and reflect

ピアエデュケーションの自己肯定意識への影響

本研究の目的は，性のピアエデュケーションにエデュケータとして参加した学生が自己肯定意識を高めるのかどうか，また，エデュケータとしての活動からどのような体験を得ているのかを明らかにすることである．５年一貫課程の看護学生１１人が，中学生に性のピアエデュケーションを実施した．前後に「自己肯定意識尺度」の回答を求め，同課程の看護学生２８人と比較した．また記述回答から，活動で得た体験の表現された記述を抽出し内容分析した．対照群は「自己肯定意識」に変化がなかった一方で，ピアメンバーは６サブスケール中４つが有意に変化した（ｐ＜０．０５）．またピアエデュケーションの体験は【エデュケータとしてのスキルと役割に気づく】【自らの性の知識・理解の増加を自覚する】【自らのセクシュアリティの捉え方の変化に気づく】に特徴付けられた．ピアエデュケーションの準備を含めた一連の過程が，エデュケータにとって自己を肯定的に捉え直すうえで有効であることが示唆された．The purpose of this study is to clarify whether the students who participated in peer sexual education as educators raised their self-positive-consciousness, and to clarify what kind of experience they obtained from activities they were involved in as educators. The participants were １１ nursing students who agreed to participate in and were in their final （fifth） year of a nursing program. They performed the peer sexual education to junior high school students. Before and after the delivery of the education, they were required to give their responses to the items in “Scale of Self-Positive-Consciousness”, and their responses were compared with those of ２８ nursing students in the control group. From the written responses of the participants, the descriptions which expressed their experience in the activities were extracted, and content analysis was performed on them. While the Self-Positive-Consciousness of the control group did not experience a change, the peer members’４ subscales changed significantly（p＜０．０５）. Also, the experience of the peer education was characterized as the following types : ［Realize the required skills and roles of an educator］, ［Aware of the enhancement in their own knowledge and understanding on gender］, and ［Realize a change in the way they grasp their own sexuality］. It was suggested that the processes involved in the preparation of peer sexual education are effective for educators to positively review their own selves

Development of the Reflection and Self-Assessment scale for nursing student : study of its reliability and validity

本研究の目的は，看護学生用リフレクション自己評価尺度を開発し，その信頼性と妥当性を検討することである．Gibbs のExperiential Learning CycleのReflective cycleを理論的基盤として，「リフレクション自己評価尺度」原案を作成した．看護学生１５０人を対象に，臨地実習終了後，「リフレクティブジャーナル」を使用したリフレクションを実施後，「リフレクション自己評価尺度」原案の回答を求めた．探索的因子分析で尺度原案を修正し，８項目，「意識変容・行動計画」，「評価・分析」，「記述・表現」の３因子構造であることを確認した．共分散構造分析による検証的因子分析を行った結果，探索的因子分析で得られた仮説モデルの適合度が確認された（GFI＝０．９０３，AGFI＝０．７９５，CFI＝０．８９４）．尺度の信頼性については，▯係数が０．７７であり，項目分析から内的一貫性を確認した．妥当性については，因子がGibbsのReflective cycleと類似していることから内容的妥当性を，職業的アイデンティティ尺度と批判的思考態度尺度の相関から基準関連妥当性を確認した．「リフレクション自己評価尺度」はある程度の信頼性と妥当性を備えた尺度であり，リフレクションの自己評価のための測定ツールとして，有用な尺度であることが示唆された．The purposes of this study were to develop the Reflection and Self-Assessment （RSA） scale for basic nursing education in Japan, and to examine its reliability and validity. The original RSA scale was developed based on Gibbs's “Reflective Cycle of Experiential Learning Cycle”. Participants were １５０ nursing students. They were responding to the questionnaires original RSA scale after their clinical practice at hospitals. An exploratory factor analysis was conducted on a sample of these students, and original RSA scale was revised. The following three factors were finally extracted : Alteration of consciousness/action plan, evaluation/analysis, and description/expression. Confirmatory factor analysis was conducted by analyzing covariance structures and the hypothesized statistical model was found to fit the actual data （GFI＝０．９０３, AGFI＝０．７９５, CFI＝０．８９４）. The reliability of the scale was confirmed by a Cronbach's alpha of ０．７７ and internal consistency from an item analysis. The content validity was confirmed by the factors resembled with Gibbs's reflective cycle, and the criterion-related validity was confirmed by interventions using the professional identity scale and the critical thinking disposition scale. The hypothetical model supported from above results. The final８‐item scale demonstrated both reliability and validity. It was suggested that the revised RSA scale has a certain reliability and validity. The scale was useful for reflective self-assessment

Question-posing Activities Using an Online Office Suite

作問課題は，教員が学習範囲内に関する問題の作成を学生に課す教授法のひとつである。課題の設定条件によっては学習の自由度を調整でき，学生の発想力を養うことができるので，アクティブラーニングのひとつの方略として見直されている。本報告では，専用のアプリケーションを使用せずに汎用性の高いオンライン型オフィススイートであるG Suite for Education を利用した手軽な作問課題の与え方とその教育的な効果について述べる。特に，MIT 方式とも言われている定期試験に対する作問課題に適用したことで，課題提出率の改善と定期試験の成績の向上が見受けられたことを報告する。Question-posing instructs students how to create exam questions, and is a well-known teaching method. It is a method of active learning, since teachers can control the level of learning, and foster the thinking skills of the students. In this report, we show an easy way to pose questions using an online office suite (G Suite for Education), and describe students’ improvements in learning

看護学生が理解するパワー構成要素

The purpose of this study was to analyze trends in nursing students' assessments of the 10 powers of self-care agency in Gerontological Nursing and to identify educational support for students. The subjects were the practice records of 66 third-year nursing students who completed Gerontological Nursing from September 2019 to February 2020. The results showed that they had a perspective of directing their attention to the patient's interest, will, motivation, and reasoning among 10 power items that all students were able to assess, and that they approached their care with a respectful attitude toward the patient's perceptions and intentions for self-care. In addition, it could be inferred that they understood self-care in terms of patients' behaviors and activities by appearance. Conversely, from the items that more than half of the students were unable to assess, it could be inferred that they were unable to assess how to apply self-care agency to the patient's prospect and lives in future