{"@context":{"@vocab":"https://cir.nii.ac.jp/schema/1.0/","rdfs":"http://www.w3.org/2000/01/rdf-schema#","dc":"http://purl.org/dc/elements/1.1/","dcterms":"http://purl.org/dc/terms/","foaf":"http://xmlns.com/foaf/0.1/","prism":"http://prismstandard.org/namespaces/basic/2.0/","cinii":"http://ci.nii.ac.jp/ns/1.0/","datacite":"https://schema.datacite.org/meta/kernel-4/","ndl":"http://ndl.go.jp/dcndl/terms/","jpcoar":"https://github.com/JPCOAR/schema/blob/master/2.0/"},"@id":"https://cir.nii.ac.jp/crid/1390290699789603584.json","@type":"Article","productIdentifier":[{"identifier":{"@type":"DOI","@value":"10.24795/nk014_047-052"}},{"identifier":{"@type":"URI","@value":"https://usp.repo.nii.ac.jp/records/2000192"}},{"identifier":{"@type":"NDL_BIB_ID","@value":"029355213"}},{"identifier":{"@type":"URI","@value":"http://id.ndl.go.jp/bib/029355213"}},{"identifier":{"@type":"URI","@value":"https://ndlsearch.ndl.go.jp/books/R000000004-I029355213"}},{"identifier":{"@type":"NAID","@value":"120005860634"}},{"identifier":{"@type":"URI","@value":"https://search.jamas.or.jp/link/ui/2016229784"}}],"resourceType":"紀要論文(departmental bulletin paper)","dc:title":[{"@language":"en","@value":"Investigation of clues for educational intervention in Clinical Practicum in Adult Ccitical Care―Analysis of the self-evaluation of the student and the teacher evaluation using Rubric"},{"@language":"ja","@value":"本学の成人クリティカルケア実習における教育的介入の手がかりについての検討―ルーブリックを用いた学生と教員の評価の分析から（研究ノート）"},{"@value":"本学の成人クリティカルケア実習における教育的介入の手がかりについての検討 : ルーブリックを用いた学生と教員の評価の分析から"},{"@language":"ja-Kana","@value":"ホンガク ノ セイジン クリティカルケア ジッシュウ ニ オケル キョウイクテキ カイニュウ ノ テガカリ ニ ツイテ ノ ケントウ : ルーブリック オ モチイタ ガクセイ ト キョウイン ノ ヒョウカ ノ ブンセキ カラ"}],"dc:language":"ja","description":[{"type":"abstract","notation":[{"@language":"ja","@value":"本学の成人クリティカルケア実習の学生の自己評価と教員の総合評価を分析し、ルーブリック導入前後の比較から当実習における教育的介入の手がかりを検討した。対象は2013年度（ルーブリック導入前）と2014年度（導入後）の当実習の単位を修得し同意が得られた学生120名（2013年度：59名、2014年度：61名）の自己評価と教員の総合評価とした。各年度の学生の自己評価と教員の総合評価の点数差（絶対値）を分析した結果、2013年度で6（2-11）、2014年度で4（2-7）となり、ルーブリック導入後は学生と教員が目標を共通認識し、客観的に評価できるようになったと考える。また、教員評価に比べて自己評価が高い群は、「心理的ストレス状況の理解（自己評価レベル3/教員評価レベル2）」、「看護者としての自己評価・今後の課題（4/2）」の評価が高く、自己評価が教員評価に比べて低い群は、「侵襲と生体反応・回復過程の理解（2.5/3.5）」、「看護計画の立案（2/3）」、「看護の客観的評価（2.5/3）」の評価が低かった。今後の課題は、学生が科学的に対象の心理・社会的側面を理解できるようサポートすること、目標の到達度を適宜フィードバックし学生の自己効力感を支えることが必要であると考えた。"}],"abstractLicenseFlag":"allow"}],"creator":[{"@id":"https://cir.nii.ac.jp/crid/1410009224812950272","@type":"Researcher","personIdentifier":[{"@type":"NRID","@value":"9000335567670"}],"foaf:name":[{"@language":"ja","@value":"生田 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