臨地実習における学習内容に対する学生の到達度の認識 : 臨地実習開始前，中，後における自己評価の変化の分析から

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  • リンチ ジッシュウ ニ オケル ガクシュウ ナイヨウ ニ タイスル ガクセイ ノ トウタツド ノ ニンシキ リンチ ジッシュウ カイシ ゼン チュウ ゴ ニ オケル ジコ ヒョウカ ノ ヘンカ ノ ブンセキ カラ
  • Self-evaluation study of nursing students’ recognition of their degree of achievement of educational goals in clinical practice

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Objectives : The purpose of this study was to : assess the nursing students’ recognition of their achievement of their educational goals in clinical practice ; and discuss the clinical teaching interventions of nursing education by means of self-evaluation for the students at a 3-year nursing junior college. Methods : We used the self-evaluation questionnaire (62 questions). Self-evaluation was performed three times : the first was before clinical practice (hereinafter first evaluation), at the middle point of clinical practice (middle evaluation) and after the clinical practice (final evaluation). Results : １．There ware 2 patterns in self-evaluation scores. One was rise, and the other was not rise by comparison between first evaluation and final evaluation. ２．Only 7 scores were improved among 62 questions. They were classified cognitive domain, and they were recognized by the nursing students to be achieved of their educational goals. ３．In the final evaluation there were 14 items for which they had not achieved their educational goals. They were the following items : comparing their clinical practice experience with nursing theory, performing clinical practice while thinking about the nature of nursing and using communication skills, and the process of nursing diagnosis. Conclusions : Nursing students need educational intervention. That is, they need teachers to teach them, or to think with them, how to use the nursing process to overcome patients’ problems in each clinical situation by means of communication skills. It is also important to make effective use of conferences at school to so that student’s can shore experiences.

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