臨地実習は,看護学生が学内で学習した知識・技術を臨床の場において提供することで,看護の実践的能力を身につけるために行われている.3年次の各論実習は,学生にとって未知の世界であり,さまざまな不安を抱いている.今回STAIXを用いて学生の不安の程度を測定した結果,実習前は状態不安の高い学生が多く,実習後は減少していることが明らかとなり,自由記述での不安の要因については,「臨床の場」,「指導者について」,「実習記録について」「コミュニケーションについて」で,実習前はネガティヴであった反応が,実習後にはポジティヴな反応へと変化した.このことから,学生は実習に村して不安を抱えているが,STAIXで測定した,状態不安の結果から実習を繰り返すことで徐々に緊張もとれ,臨床の場という環境になれて,順応していることがわかった.しかし一方で順応できない学生は,実習が大きなストレスに変化してしまうことも明らかになった.そこで,実習開始時に学生自身が自分の不安の傾向を知ることが必要であることがわかった.学生が不安を抱えて実習に臨む時,指導方法として実習前のオリエンテーションの工夫や,演習でのかかわりで緊張を和らげることで不安が軽減できることがわかった.教員は,学生の不安傾向を知ることで実習中の学生への指導方法やメンタルケアに役立ち,学生が不安を感じながらも学習意欲を向上する指導が行えることが示唆された.
To acquire practicing ability of nursing by offering knowledge and the technology that the student nurse studied in precincts in a clinical place, the Clinical practice is done. The itemized discussion practice at three annuals is the unknown worlds for the student, and various anxiety is held. Decreasing became clear, and it had changed into a positive reaction about the factor of anxiety in a free description after the reaction which was Negativ had practiced before it practiced by "Clinical place", "Leader", "Practice record", and "Communications" after the student with a high uneasy state had practiced a lot before it practiced since the level of student's anxiety was measured by using STAIX this time. It has been understood to be able to take the tension gradually by repeating the practice from the result in an uneasy state measured with STAIX, to be able to become an environment of clinical place, and to adapt oneself though the student is holding anxiety from this for the practice. However, it was clarified to change the student who was not able to adapt oneself on the other hand into the stress that independent is big. Then, it has been understood that it is necessary that the student know the tendency to my anxiety when beginning to practice. It has been understood that the student can reduce anxiety by softening the tension as a guidance method by the device of the orientation before it practices and relations in the maneuver when it faces the practice holding uneasiness. It has been anxiety that the teacher can do guidance which improves the willingness to learn though it is useful for the guidance method and the mental caring for the student who is practicing by knowing student's uneasy tendency, and the student feels anxiety
