看護学生の関係づくり行動の変化

• Published in: 日本看護研究学会雑誌 Vol. 29; no. 5; pp. 5_83 - 5_92
• Main Author: 尾原 喜美子
• Format: Journal Article
• Language: Japanese
• Published: Japan Society of Nursing Research 2006; 一般社団法人 日本看護研究学会
• Subjects: basic nursing practice; change; nursing student; relationship-establishing behavion; seminer at college; 変化; 演習; 看護学生; 臨地実習; 関係づくり行動
• ISSN: 2188-3599; 2189-6100
• DOI: 10.15065/jjsnr.20060810007

We performed a survey and analysis to clarify factors constituting the behavior of nursing students for the establishment of personal relationships, and evaluate changes in relationship-establishing behavior with the progression of classes at college. The subjects were second-year students at the department of nursing of our college. Relationship-establishing behavior consisted of 3 factors ( wit" ",sympathy", and"prosociality"). There was no association between the 3 factors and the progression of classes (before classes, after classes, and after nursing practice). However, multiple comparison analysis showed significant differences between "wit"as well as "prosociality"and the progression of classes. The students were classified according to the score for the 3 factors into the low, middle, and high score groups, and changes in the score with the progression of classes were evaluated. In the low score group, the mean score for each factor rapidly increased with the progression of classes. However, the mean score for each factor in the high score group decreased. In particular, in students with a low relationship-establishing behavior score before classes, seminars at college and clinical practice are effective educational methods for the acquisition of behavior. However, educational methods in students with a high score before classes should be further evaluated in the future. 看護学生の人との関係づくり行動はどのような因子により構成されているのか，又，関係づくり行動は大学の授業進度によりどのように変化するのかを明らかにすることを目的に調査・分析を行った。対象は大学看護学科２年生である。その結果，関係づくり行動は「機知性」「同調性」「向社会性」の３因子で構成されていた。３因子と授業前と授業後，実習後の授業進度にあわせた３時点の間に有意差はなかったが，多重比較分析によると「機知性」「向社会性」の間では有意差があった。得点を高中低の３群に分離し授業進度との関係をみると，低得点群の平均値が３因子とも急激に上昇し，高得点群の平均値は３因子共に下降した。授業前に関係づくり行動得点の低かった学生にとり学内演習や臨池実習は関係づくり行動獲得の有効な教育方法といえるが，授業前得点の高かった学生への教育方法については今後の課題である。