Experinence-Based Learning that Facilitates Reflection in Students

看護基礎教育における臨地実習は, 1人の患者を受持って, 看護計画を立案, 実施する方法が一般的である｡ しかし, 看護展開の思考プロセスに重きをおかれることが多く, 看護技術を修得する機会が減少している｡ また, 看護師という職業の専門性や医療チームとしての認識などについて, 実習中に体験していてもそれを学びとして認識する機会が少ないなどの課題が明らかになっている｡ このような背景からA看護学校では, 経験型実習をベースとし, 1人の患者を受け持つのではなく, 複数の受持ち患者を看護師と共に看る実習方法を試行導入した｡ その結果, 主体的に学ぶ力が伸びて, 基礎看護技術の修得状況が改善し, リフレクションシートとビジョンゴールシートを併用することで, 看護過程の理解が深まった｡ また, 経験型実習における今後の課題として, 学生のリフレクションを促す教員の指導スキルや学習プロセスの評価方法等が見えてきた｡In clinical arainig during basic nursing education, each student is generally in charge of one patient and is expected to develop and implemant a nursing plan. However, because the focus of training is often directed at simply the thinking processes in nursing practice, occasions to learn practical nursing skills have been declining. It has also been revealed that nursing students are provided with fewer opportunities to turn their experiences as experts and as a part of a medical team into actual recognition and learning. Against this background, nursing school A incorporated a trial training program rooted i experience-based learning, ini which each nursing student cares for multiple patients together with nurses. This trial program enhanced self-directed learning skills and basic nursing skills among nursing students, and students' understanding of the nursing process was deepened by the combined use of reflection sheets and vision goal sheets. The findings of this study revealed future challenges in experience-based learning, such as improving teachers' skills for facilitating reflection in students and reviewing the evaluation method of leaning processes