| Project/Area Number |
23593170
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Fundamental nursing
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| Research Institution | Osaka Prefecture University |
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Principal Investigator |
HOSODA YASUKO 大阪府立大学, 看護学部, 教授 (00259194)
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| Co-Investigator(Kenkyū-buntansha) |
NAKAOKA Akiko 大阪府立大学, 看護学部, 准教授 (60353041)
NAKAHASHI Mitsuyo 京都橘大学, 看護学部, 講師 (60454477)
IKEUCHI Kaori 大阪府立大学, 看護学部, 助教 (10460966)
DOI Yoshiko 京都光華女子大学, 健康科学部, 助教 (10632747)
HOSHI Kazumi 大阪府立大学, 看護学部, 教授 (40290358)
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| Research Collaborator |
NEGISHI Mayumi
SUZUKI Aimi
TOMITA Ryozo
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 臨床学習環境 / デザイン / 育成プログラム / 実践的風土 / コンピテンス / 教育指導者 / プログラム評価 / 国際情報交換(アメリカ合衆国) / 国際情報交換（アメリカ合衆国） / 学生 / 新卒者 |
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| Outline of Final Research Achievements |
Interviews with clinical mentors' training sessions' planners and administrators and observations of the clinical education model in the U.S. have revealed key information on educational programs to clinical mentors providing support to newly graduated nurses and nursing students. Clinical mentors and educational supervisors completed a questionnaire on clinical mentors' clinical learning environment (CLE) designs. The results clarified learning needs and methods on organizational, activity, and tool designs; and differences in perceptions between clinical mentors and educational supervisors. Subsequently, an educational program for CLE designers was developed and implemented as a trial. The experimental group improved in terms of organizational commitment, goal achievement orientation, supportive leadership, professional practice, cooperative relationship building, and flexibility, and self-efficacy, suggesting that the program is effective in creating a practical climate.
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