| Project/Area Number |
17K12120
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Fundamental nursing
|
|---|
| Research Institution | Saga University |
|---|
Principal Investigator |
Saka Minako 佐賀大学, 医学部, 助教 (30768594)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
道面 千恵子 九州大学, 医学研究院, 助教 (80363357)
|
|---|
| Project Period (FY) |
2017-04-01 – 2021-03-31
|
| Project Status |
Completed (Fiscal Year 2020)
|
| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2017: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
|
|---|
| Keywords | 看護教員 / 授業改善 / プログラム開発 / 学生に対する視点の変化 / 新たな教授方略の生成 / 授業省察の促進 / 自己効力感の向上 / 授業改善プログラム / 看護学教育 |
|---|
| Outline of Final Research Achievements |
The program was developed based on the study of 230 nursing teachers’ thinking of how to design nursing classes. The verification of program was conducted based on data from 21 nursing teachers at 3 nursing schools, by qualitative analysis of remarks, data from the class design thinking evaluation scale, and general self-efficacy scale (GSES). The qualitative analysis revealed 20 categories wherein learning occurred, such as “discovery of students’ learning ability and attitude” and “rediscovering learning method.” In the thinking evaluation scale, the items on ‘Understanding student readiness’ and ‘Reflection of past classes’ increased midway of the program and were higher after the program. The scored on GSES also increased subsequent to the program. Therefore, the findings suggest that this program creates an understanding about students and new teaching strategies. Further, it also showed that reflection and self-efficacy improved after the program.
|
| Academic Significance and Societal Importance of the Research Achievements |
これまでの教育学や看護教育学で行われている授業改善や授業研究などの研修プログラムは，教師，看護教員が単に実践し，その場の意見を学びや成長として明らかにした報告が多かった。しかし，本研究では，熟練教員の授業における思考内容を量的に検証して授業改善のプログラムを構築し，構築されたプログラムの実証研究を行った。プログラムに参加した看護教員の成長を質的・量的に測定することで，授業や学生に関する新たな学びや自己効力の向上を証明できたことは，本研究の独自性かつ新規性であると考えられる。また，研究をベースにプログラムを開発することは，エビデンスレベルの高いプログラムの提供の必要性を証明できたと考える。
|
