臨床実習を効果的に進めるための指導のあり方を探るために,入院2日目で症状が強く,学生を受け入れられない状況にある3歳女児と,学生との関わりを学生の実習記録と教師の指導記録から分析した。学生は患児の拒否する態度に困惑し,状況を客観的に捉えることができずに実習意欲を低下させていた。教師は,混乱している学生が客観的に現象を捉え,行動を評価できるよう心理的余裕を持たせることが必要であった。また,関わりの具体的方法を助言し,学生が実施してゆく過程をサポートし続けることで,学生が患児と関わることができた。How the association went on between a three-year-old girl who still showed strong symptoms on the second day after she was admitted to a hospital and the student nurse who was having practical training of nursing was analyzed from the student nurse\u27s records of practice and the teacher\u27s records of instruction. The student nurse was embarrassed by the sick child who refused her, and could not have an objective understanding of the situation, thus losing motivation to have practical training. The teacher had to make the confused student nurse feel relaxed enough to understand what was taking place and evaluate the behaviors objectively. The teacher also advised the student nurse about specific approaches to the child and gave support to the student nurse throughout the processes of training. As a result, the student nurse was able to associate with the sick child
