本研究は、看護学実習において、学生自身が「成長できた」「成長出来なかった」と感じる要因について、自身の要因と周囲の要因に分けて検討することを目的とした。看護学を学ぶ3 、4 年生113名を対象に質問紙調査を実施し、内容分析を使用して分析した。その結果、「成長したという自覚につながった自己および周囲の要因」「成長出来なかったという自覚につながる自己および周囲の要因」に共通して、以下の4 つのカテゴリーが抽出された。すなわち、【自己学習】【看護実践】【自己内省】【環境】である。【自己学習】を行い、看護において必要な知識、技術を身に着けることは、対象者に対する適切な援助への自信となり、成長の自覚につながった。【看護実践】は学生自身の成長を実感する機会となったが、一方で、対象者の状態に応じた看護過程の修正や工夫を行うことが難しかったという経験をした場合、成長できなかったという自覚につながった。【自己内省】は、実習期間中に自身の性質や行動を振り返ることを通して学生自身の課題に気づくことにつながった。そして【環境】は、実習経験が学生自身の中に蓄積されていると感じられることが成長の自覚につながることが示された。
The purpose of this study was to examine the factors that students themselves feel "growth" and "could not grow" in nursing clinical practice, by dividing them into their own factors and surrounding factors. A questionnaire survey was conducted on 113 third and fourth grade students studying nursing, and analysis was performed using content analysis. As a result, the following four categories were extracted in common with "self and surrounding factors leading to awareness of growth" and "self and surrounding factors leading to awareness of failure to grow", That is, [self-learning], [nursing practice], [self-reflection], and [environment] categories. Performing [self-learning] and acquiring the knowledge and skills necessary for nursing gave confidence to the appropriate support for the subject and led to awareness of growth. [Nursing practice] was an opportunity to experience the growth of the students themselves. On the other hand, when the students experienced that it was difficult to modify or devise the nursing process according to the condition of the subject, it led to the awareness that they could not grow. [Self-reflection] led to the students becoming aware of their own problems by looking back on their own nature and behavior during the clinical training period. In [Environment], it was shown that the feeling that the practical experience was accumulated in the students themselves led to awareness of growth.
看護学実習
自己成長
内容分析
clinical nursing practice
self-growth
content analysis