Developing an FD/SD Program on Modifying Education for Students Requiring Accommodations in Practical Training（First Report）

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  • 「臨地実習において配慮が必要な学生への教育上の調整」におけるFD・SDプログラムの開発（第一報）
  • 「臨地実習において配慮が必要な学生への教育上の調整」におけるFD・SDプログラムの開発(第1報)
  • 「 リンチ ジッシュウ ニ オイテ ハイリョ ガ ヒツヨウ ナ ガクセイ エ ノ キョウイク ジョウ ノ チョウセイ 」 ニ オケル FD ・ SD プログラム ノ カイハツ(ダイ1ポウ)

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Abstract

<p>〔Aims〕This study aims to develop an FD/SD program on modifying education for students requiring accommodations in practical training for basic nursing education in Japan, and to conduct a Level I assessment. </p><p>〔Method〕An FD/SD program was developed at Levels Ⅰ, Ⅱ, and Ⅲ. A Level I assessment was conducted through a cross-sectional study using an anonymous questionnaire given to program participants. It contained questions about matters including an FD/SD program assessment and knowledge on reasonable accommodations possessed prior to training. It was distributed after the program concluded and collected using a collection box. The A University research ethics committee approved this study.</p><p>〔Results〕230 questionnaires（81.4% collection rate）were analyzed. An especially high average score of 3.6 was given to the importance of endeavoring to make modifications in education on one’s own, and the necessity of endeavoring to make systematic modifications in education. Satisfaction and usefulness at Level I was rated high, scoring 8 and above in NRS. Only around 30% knew of reasonable accommodations and the Law to Eliminate Discrimination Against People with Disabilities. In the comparison analysis between educators and nurses, educators scored significantly higher on recognition of reasonable accommodations and the importance of endeavoring to make modifications in education on one’s own.</p><p>〔Conclusion〕This study indicates the effectiveness of the program. At Level Ⅰ, it ensures feasibility and promotes understanding of modifications in education and reasonable accommodations, and the importance of systematic personal endeavors in addition to independent endeavors.</p>

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