看護技術学習ノート第2版を使用した縦断的な看護技術到達度の評価と学習支援の検討

Abstract

看護技術学習ノート第2版を使用した2006年度入学生の看護技術の到達度の縦断的変化を明らかにし、長崎県立大学看護栄養学部看護学科における看護技術の学習支援のあり方を検討した。2006年度入学生55名を対象に、 3年次と4年次に看護技術学習ノート第2版262項目を4段階尺度で調査し、統計的解析はχ2検定を行い有意水準は5%未満とした。結果、4つの到達水準別、5つの枠組み構成別では3年次に比べ4年次で到達度は高くなった(p<0.05)。水準別の4年次の到達度は、水準I97.8%、水準Ⅱ87.0%、水準Ⅲ69.0%、水準Ⅳ63.0%であった。枠組み別の4年次の到達度は、『3.診断・治療にかかわる援助技術』、『4.健康生活維持にかかわる援助技術』が70%未満であった。3年次と比較し4年次で到達度が有意に上昇したのは63項目、4年次の到達度が50%未満は41項目であった。水準Ⅲ、水準Ⅳの項目はシミュレータの活用や自己学習機会の促進、臨地実習で主体的に体験を増やす工夫が必要である。4年次の到達度の低い項目は授業計画の検討および看護基礎教育の中で到達すべき看護技術項目の精選の必要性が示唆された。Our objective was to clarify the longitudinal change in the degree of achievement of nursing skills with the Nursing Skill Learning Notebook, second edition, in nursing students that enrolled at the University of Nagasaki in 2006 and find ways to support learning of nursing skills at University of Nagasaki Faculty of Nursing and Nutrition. Department of Nursing, A total 0f 262 questions in the Nursing Skill Learning Notebook second edition were surveyed with a four―point scale in 55 students in the third and fourth years who had enrolled in 2006. The chi―square test was employed for statistical analysis and p < 0.05 was considered statistically significant. We found that when the answers were categorized by four Level and five frameworks, the degree of achievement was higher among the fourth―year students than among the third―year students(p < 0.05). Nursing skills were achieved in 97.8%for Level I, 87.0%for Level II, 69.0%for Level III, and 63.0% for Level IV among the fourth―year students. When the degree of achievement of the fourth― year students was compared with the frameworks, “3.Assistance skills for diagnosis and treatment” and “4.Support skills for maintenance of healthy life” were achieved in less than 70%. The degree of achievement was higher in 63 questions among the fourth―year students than among the third―year students, and it was less than 50% in 41 questions among the fourth―year students. It is necessary to use a simulator, promote self― learning opportunities, and consider innovation to increase their experience in clinical practical training. As to the issue of low degree of achievement, it is imperative to examine class schedules and select the appropriate nursing skills that should be achieved in nursing basic education.