紀要論文 実習施設と教育施設との連携に向けての具体的方策―看護学部開設3 年目に導入した看護学実習連携会議の効果―

古都, 昌子  ,  小村, 三千代  ,  岩本, 郁子  ,  加藤, 章子  ,  岡本, 眞喜子  ,  七田, みどり  ,  杉崎, けい子

内容記述
本研究は,看護学部と実習施設において,臨地実習指導の充実に向けて導入した「看護学実習連携会議」の効果と課題を明らかにし,今後の実習施設と教育施設の連携における具体的方策への示唆を得ることを目的とした.「看護学実習連携会議」とは,初めて看護学部学生の臨地実習を受け入れる実習施設の実習指導者と大学教員が共同で企画・運営を行い,実習指導者と大学教員を混合してグループを編成し,事例検討を中心に運営した.1年間の会議終了後,参加した実習指導者と大学教員へ質問紙調査を行った.その結果,「看護学実習連携会議」を導入した効果として,実習指導者と大学教員とのコミュニケーションに関連した【連携】や《相談》の平均値が高かった.【連携】および【学生把握と実習指導方法への活用】の平均値は何れも3.00以上であり,開催回を追うごとに満足度はほぼ上昇していった.話し合う場を意図的に設けたことで,実習指導者と大学教員とのコミュニケーションが進めやすくなり,事例検討をつうじて学生の可能性を肯定的にとらえる効果が得られた.今後も実習指導者のニーズを具体的に把握し,「看護学実習連携会議」の企画・運営に反映させることが必要である.
This research examined the Clinical-Academic Collaboration Meetings for Nursing Clinicals, which were introduced for improving clinical practice instruction in a nursing faculty and hospitals as well as for discovering measures for collaboration betweeneducational institutions and hospitals in the future. The collaboration meeting was planned and run by university teachers and practice instructors at the hospitals that accept students from the nursing faculty for their initial clinical practices, primarily by case examination in groups composed of both teachers and instructors. After ending the meetings that lasted for a year, a questionnaire survey was administered to the meeting participants. Collaboration was one of the conceptual frameworks related to communication between university teachers and practice instructors in the questionnaire survey. It showed a high mean value; so did one of the factors in the framework: consultation. The mean values of collaboration and another conceptual framework, which is understanding the students and applying that understanding to clinical instruction, were both found to be over 3.00due to the meetings. The satisfactionrate increased session after session during the meetings. Providing opportunities for discussion facilitated teachers and instructors communicating with each other, enabling them to see student strengths during case examinations. Capturing specific needs of instructors and reflecting them in the planning and operation of Clinical-Academic Collaboration Meetings for Nursing Clinicals is important to better educate students.
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