看護早期体験実習における教育活動の効果を評価するために,学生の視点からみた学習経験の特徴を明らかにした.看護大学1年次に在籍する23名のレポートを分析対象とし,質的帰納的研究技法によって抽出した181の学習経験の内容を分析した.結果,学生の学習経験は21のサブカテゴリーに分類され,意味内容の類似性によって, (1)生活者として素直な感情を抱き,患者の気持ちに同化する, (2)援助者としての自己意識が芽生える, (3)現実を知覚し援助者としての価値観を模索する, (4)生活者や援助者として,患者の思いを推察する, (5)学習者として,学習する価値や今後の自己の学習姿勢を発見する,の5つのカテゴリーに統合された.
To evaluate the educational activities of early exposure to clinical practice, we clarified the characteristics of the learning experience from the viewpoints of influence factors upon students' recognition. Clinical practice reports by 23 students in the first year of nursing university were analyzed, and 181 experiences extracted by the qualitative inductive technique were analyzed. Results: the extracted experiences were classified into 21 sub-categories, which were further integrated according to the similarities of their meanings and contents into 5 core-categories: (1) having honest feelings as a living being and assimilating the patients' feelings, (2) developing self consciousness as a supporter, (3) perceiving reality and seeking value as a supporter, (4) contemplating patients' situations objectively, (5) understanding the patient's feeling as an ordinary citizen or a supporter
