紀要論文 受け持ち対象者の分娩様式が母性看護学臨地実習における学生の学びに及ぼす影響 - テキストマイニングを用いて -

岡倉, 実咲||オカクラ, ミサキ||Okakura, Misaki  ,  横手, 直美||ヨコテ, ナオミ||Yokote, Naomi  ,  山下, 恵||ヤマシタ, メグミ||Yamashita, Megumi  ,  橋本, 妙子||ハシモト, タエコ||Hashimoto, Taeko

17pp.59 - 65 , 2017-12-20 , 中部大学大学教育研究センター
ISSN:13497316
内容記述
少子化による分娩件数の減少とハイリスク分娩の増加のため、異常分娩に位置づけられる帝王切開後の母子を受け持たせたりするなどして、看護過程を指導している教育機関も少なくない。そこで、本学の臨地実習における受け持ち分娩様式による学生の学びの内容を比較検討し、現行の教授方法や指導体制における課題を検討した。学生109名が記載した「母性看護学臨地実習を通して学んだ母性看護の役割」の内容をText Mining Studio for Windows ver5.0を用いて定量的言語解析した後、学生が本実習でどのような学びを得ているかを受け持ち褥婦の分娩様式の違いに着目して質的に分析し、実習目標と照らし合わせて検討した。その結果、経腟分娩の褥婦を受け持った学生は、他の看護学臨地実習との比較から母性看護学特有の対象や看護の特徴を理解していた。一方、帝王切開の褥婦を受け持った学生は、開腹手術と分娩後の両方のケアが必要とされるという帝王切開分娩後の特徴を捉えることができ、受け持ち期間が長いからこそ、看護技術や母児との直接的な関わりを繰り返し体験ができており、指導や継続ケアの必要性やセルフケアの必要性を感じることができていた。以上から、受け持ち褥婦が帝王切開であっても実習目標は十分達成できていると判断できたが、学びの内容には特徴があることが明らかになった。
Owing to low birth numbers and increasing high-risk birth numbers, some educational institutions instruct their nursing students by assigning them mothers and children following cesarean sections, which are considered as abnormal delivery. In this study, we conducted a comparative review of students' learning through the delivery style of women assigned to them in the clinical setting at our university and investigated issues associated with the present teaching methods and instruction system. A quantitative language analysis was performed on students' reports on <the role of maternity nursing learned through Maternity Nursing Practicum< (n=109, free description) using Text Mining Studio for Windows ver5.0.Subsequently, data were qualitatively analyzed by referring to the training goal while focusing on the difference in the delivery style of the assigned postpartum women to understand what students were learning through Maternity Nursing Practicum. Results revealed that students who were assigned women who had vaginal delivery understood the characteristics of nursing and subjects of care unique to maternity nursing by comparing them with different areas of nursing practicum. Conversely, students who were assigned women who had cesarean birth understood the need for post-laparotomy and post-partum care, and as the assigned period was extended, they were able to have repeated experiences and understand the necessity for instruction, continuous care, and self-care. The results also indicated that the training goal was sufficiently achieved even if students were assigned women who had cesarean birth, though the contents of learning were distinctive.
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http://opac.bliss.chubu.ac.jp/e-Lib/bdyview.do?bodyid=XC17000085&elmid=Body&lfname=link/C01_017_059.pdf

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