The learning process of the students and the role of the tutor in the Child nursing PBL
| Project/Area Number |
16592156
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Clinical nursing
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| Research Institution | Saitama Prefectural University |
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Principal Investigator |
SOEDA Keiko Saitama Prefectural University, Nursing, Assistant Professor, 保健医療福祉学部, 助教授 (70258903)
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| Co-Investigator(Kenkyū-buntansha) |
TOKUMOTO Hiroko Saitama Prefectural University, Nursing, Assistant Professor, 保健医療福祉学部, 助教授 (00315699)
OKAMOTO Yukie Saitama Prefectural University, Nursing, Lecturer, 保健医療福祉学部, 講師 (70305811)
NISHIWAKI Yoshie Saitama Prefectural University, Nursing, Professor, 保健医療福祉学部, 教授 (90132175)
TAMURA Kajie Saitama Prefectural University, Nursing, Lecturer, 保健医療福祉学部, 講師 (60236750)
KUKIMOTO Rie Saitama Prefectural University, Nursing, Lecturer, 保健医療福祉学部, 講師 (30363782)
玉橋 貴子 埼玉県立大学, 保健医療福祉学部, 助手 (20325989)
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| Project Period (FY) |
2004 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥3,500,000 (Direct Cost: ¥3,500,000)
Fiscal Year 2005: ¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2004: ¥2,000,000 (Direct Cost: ¥2,000,000)
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| Keywords | Problem-based learning / PBL / learning process / the role of tutor / small group tutorial / Child nursing / situated learning / nursing skill education / 事例学習 / 問題解決型学習 / 問題解決能力 |
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| Research Abstract |
(1) Objectives : To determine the learning process of the students and the role of the tutor in the child nursing problem-based learning tutorial (hereinafter referred to as "Child nursing PBL") for acquisition of a problem solving ability and clinical nursing skills.
(2) Research methods : Practice of PBL tutorial, qualitative descriptive research method, factor exploratory design, data collection, videotaping of PBL scenes, semi-structured interviews including reflection after PBL with the replay stimulation method.
(3) Results : The PBL scenes and the interviews were combined, and comparative analysis was performed to extract the meaning for the students.
(1)Learning process of the students in Child nursing PBL (learning at the desk)
The students did not understand the descriptions of the case at first. They came to understand the child's symptoms, conditions, mechanism and changes of the clinical conditions by studying and discussing the case with the tutor's assistance. Consequently,
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the students could figure the child's image with further details of the child's living style. That is, the child in the case became the subject for care. Therefore, this learning process was to acquire the child's image and thinking process in child nursing care.
(2)Role of the tutor in Child nursing PBL (learning at the desk)
In Child nursing PBL, the tutor repeatedly asked questions about the "rationale", "mechanism" of the clinical conditions and process of recovering from a disease to encourage the students to relate their learning and knowledge. The tutor also urged the students to combine the information about the child's image and picture the child in their mind feeling close to him or her. The intervention of the latory role to encourage the students to develop their ability to understand the child in nursing.tutor played a stimulatory role to encourage the students to develop their ability to understand the child in nursing.
(3)Learning process in Child nursing PBL (skill training)
In the learning process of the child nursing care skills, the students first identified the child, necessary skills and conditions, then related them in practices, and finally became able to provide nursing care considering the child, conditions and actions. The students' learning process of the child nursing care skills was regulated by the holistic picture of the child created in the discussion of Child nursing PBL.. Less
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Report
(3 results)
Research Products
(9 results)
