看護学臨地実習における教師の指導行動と学生の看護職同一性形成の関連 : 指導に対する教師自身と学生の評価を用いて

概要

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In this study we examined how self-evaluation and student evaluation for teaching behavior in nursing1 clinical practice are related to the nursing occupational identity formation. Nursing occupational identity formation was assessed in the identitystatus interview. Regarding teaching behavior we obtained assessment from both teachers and students using43 effective teaching behaviors in clinical prctice, which were set up by Zimmerman, et al. As a result 35% of the assessment belongs to the identity achievement group and 58% to the foreclosure group. Students belonging to the identity achievement group have succeeded in quelling any and all reservations in regards to continuing on to the professional nursing field after entering school. They have seriously come to take the initiative in nursing. They also have formed their own opinions in regards to the teachers' instruction. On the other hand, those who belong to the foreclosure group have less wavering and ask for basic advice. The results mentioned above suggest that in the case of the identity achievement group, it is important to face the students who have queries or opinions in conducting nursing, and to show them nursing role models systematically. For the foreclosure group,we are of the opinion that they need some involvement in areas such as raising issues so that they can have critical observation on nursing.
天使大学の論文
2002-03-31