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Title
  • ja 看護学教育に携わる模擬患者への継続支援についての検討
Alternative
  • en Considerations in Providing the Continued Support to Simulated Patients　in Nursing Education
Creator
Subject
  • Other 模擬患者
  • Other 看護学教育
  • Other 模擬患者活動
  • Other 模擬患者養成
  • Other Simulated patient
  • Other Nursing education
  • Other Simulated patient activities
  • Other Simulated patient training
Description
  • Other 医学歯学教育の客観的臨床能力試験が必須化されたことで，コミュニケーションの演習に対応するために模擬患者の養成が始まった．看護学教育でも，模擬患者が参加する演習でコミュニケーション能力などの看護実践能力への効果が明らかにされ，模擬患者の養成が行われるようになった．今回，看護学教育での模擬患者の活動が継続するための支援のあり方を検討するために，医学教育と看護学教育で模擬患者活動をしている5 名に二つの教育の場での活動体験の違いと模擬患者の活動を継続するために必要なことについてインタビューを行った．インタビュー内容は逐語録に起こし，体験の違いや活動継続に必要なものについて語っている文節を抽出してコード化し，コードの類似性によってサブカテゴリ・カテゴリ化した．その結果，医学教育と看護学教育の体験の比較として【シナリオの内容の違い】などの6カテゴリ，模擬患者活動を継続させるものとして【仲間とのつながり】などの6 カテゴリ，教員との関係として【事前打ち合わせの重要性】などの4 カテゴリが抽出された．看護系大学で養成された模擬患者の活動が継続されるには，模擬患者同士のつながりや組織的な取り組みができる体制への支援と，模擬患者の活動の場を保障できる学内教員のファシリテート力の育成が必要であることが示唆された．
  • Other Alongside the start of compulsory objective structured clinical examinations for medical and dental education, education for simulated patients (SPs) was started to meet the needs of communication exercises. Training for SPs came to be provided due to the effects of objective structured clinical examinations for nursing competences, which include communication skills in exercises that incorporate SPs participation. We interviewed five SPs in medical and nursing education on the differences between the activity experiences between the two types of education and the necessity of continuing these SP activities. We recorded the contents of the interview word for word, and extracted and coded phrases for comments on the differences in experiences and the need to continue activities, in order to categorize and subcategorize them by code similarities. As a result, we were able to divide the comparisons between medical education and nursing education into six categories, such as Differences in Scenarios; the needs for continuing SP activities into six categories, including Ties with Peers; and the relations with instructors into four categories, including the Importance of Prior Meetings. Our study results indicated that it is important to support this structure that enables mutual ties among SPs, well as the organizational efforts. And to promote facilitation capabilities for school instructors and to support the continued activities of SPs trained by nursing universities.
Publisher 札幌市立大学
Date
    Created2016-11-02 , Issued2016-06-30
Language
  • jpn
Resource Type departmental bulletin paper
Version Type NA
Identifier URI http://id.nii.ac.jp/1261/00000125/ , DOI https://doi.org/10.15025/00000125
ID
  • JaLC 10.15025/00000125
Journal
    • ISSN 1881-9427
      • 札幌市立大学研究論文集 = SCU journal of Design & Nursing
      • Volume Number10 Issue Number1 Page Start49 Page End57
File
Oaidate 2023-06-26