| Project/Area Number |
26670925
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Fundamental nursing
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| Research Institution | Kanagawa University of Human Services (2015-2017)
Aomori University of Health and Welfare (2014) |
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Principal Investigator |
Yukiko Orii 神奈川県立保健福祉大学, 保健福祉学部, 教授 (50285681)
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| Co-Investigator(Kenkyū-buntansha) |
佐々木 雅史 自治医科大学, 看護学部, 講師 (60531093)
黒田 暢子 茨城県立医療大学, 保健医療学部, 助教 (90506776)
福田 美和子 東京慈恵会医科大学, 医学部, 准教授 (80318873)
永島 美香 東京医科大学, 医学部, 教授 (10353103)
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| Research Collaborator |
SUZUKI Katsuaki 熊本大学, 大学院社会文化学研究科, 教授
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| Project Period (FY) |
2014-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2016: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | シミュレーション基盤教育 / 教授設計(ID) / ARCS 動機付けモデル / シミュレーション教育の評価 / 状況設定シナリオ / QSEN / 看護基礎教育 / debriefing / シミュレーション看護教育 / ARCS動機付けモデル / 授業設計（ID) / シミュレーション看護教育の評価 / 看護継続教育 / シナリオ / 教授設計（ID) / 教授設計（ID） / ARCS model / ARCS Model |
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| Outline of Final Research Achievements |
In this study we attempted to analyze whether or not a human patient simulated training was useful for improving the abilities of clinical judgment. In order to make a basic scenario, a questionnaire survey was done to 75 nursing students who had completed 1260-hour practical training.The post-operative care scenario was developed based on the nursing skill items in the questionnaire. During the training,they were requested to perform the following within 15 minutes to a patient immediately after operation. Debriefing was performed, and the achievement levels of the following items were assessed: skill performance, learner satisfaction, critical thinking, and self-confidence.
It is true the simulation training could not be substituted for actual practices in the clinical settings; however, it can at least give students a chance to convert “knowledge” into “skills” by experiencing the recreated settings and improved their clinical judgment.
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