看護学生の学習態度と自尊感情の縦断的研究

• Published in: 日本看護研究学会雑誌 Vol. 21; no. 4; pp. 4_7 - 4_19
• Main Author: 寺島 喜代子
• Format: Journal Article
• Language: Japanese
• Published: Japan Society of Nursing Research 1998; 一般社団法人 日本看護研究学会
• Subjects: entrance motivation; learning attitude; longitudinal change; 入学動機; 学習態度; 縦断的変化
• ISSN: 2188-3599; 2189-6100
• DOI: 10.15065/jjsnr.19980901001

The purpose of this longitudinal study was to investigate changes in the `learning motivation', `learning image', and `self-esteem' of nursing students over a period of three years. The subjects consisted of 58 students enrolled in a three-year program at a Junior Nursing College.Results : 1. Overall, `learning motivation' and `learning image' were found to have declined during the first to second year period, but then showed a steady increase all the way through to graduation. On the other hand, `self-esteem' was found to have improved consistently throughout the same three-year period. 2.The degree of motivation exhibited by students entering college was found of have a marked influence on both `learning motivation' and `learning image'. Specifically, the more highly-motivated group achieved better scores than the less-motivated group. However, initial motivation was not found to have any particular effect on `self-esteem'. 3.The `learning motivation' of the highly-motivated group was found to have declined in the second year immediately after completion of basic nursing practice, while that of the less-motivated group was found to have declined in the third year during special nursing practice. 4.Comparing the individual scores for `learning motivation' after completion of basic nursing practice with the scores obtained during special nursing practice, no improvement in `learning motivation' could be discerned in either case. 本研究は，３年課程看護短期大学生58名の学習意欲，学習イメージ，および自尊感情の縦断的変容の実態を明らかにしたうえで，入学動機の相違が及ぼす影響と，臨床実習の効果をあきらかにするために調査した研究である｡　その結果，以下の結果が得られた｡１．全体的な変化は，学習意欲，学習イメージは１年次から２年次にかけて低下する｡ その後卒業前に一気に１年次以上にまで回復する｡ 自尊感情は，学年の進行とともに順調に高まっていた｡ ２．入学動機の影響は３年間にわたって学習意欲と学習イメージでは認められ，強い動機をもつ学生のほうが動機の弱い学生より高い状態が持続していた｡ 自尊感情においてはその影響は全く認められなかった｡ ３．入学動機の強弱毎に学習意欲が低下する時期をみると，動機の強い学生は２年春の基礎看護実習直後であり，弱い入学動機をもつ学生は３年秋の各論実習中であった｡ ４．学生個々に基礎看護実習後と各論実習中の学習意欲を比較すると，どちらかの実習が学習意欲の高揚につながるという傾向は認められなかった｡