@article{oai:opcnr.repo.nii.ac.jp:00000086,
 author = {嘉手苅, 英子 and Kadekaru, Eiko and 上原, 綾子 and Uehara, Ayako and 名城, 一枝 and Nashiro, Kazue and 大田, 貞子 and Ota, Sadako and 金城, 忍 and Kinjo, Shinobu and 上江洲, 貴乃 and Uezu, Takano and 安里, 葉子 and Asato, Yoko},
 issue = {5},
 journal = {沖縄県立看護大学紀要, Journal of Okinawa Prefectural College of Nursing},
 month = {Mar},
 note = {本稿は､看護学の基幹概念を学び終えた1年次前期の最終の週に行っている基礎看護実習１の展開方法について論述した｡基礎看護実習１は､看護の概念の広がりと深まりを目的とした初期看護実習で､看護実践の行なわれている場での３日間の実習と２日間の学内での振り返り学習および報告会で構成されている｡今年度､実習目的にそって実習施設を８施設から16施設に増やした｡その結果､あらゆる健康状態と発達段階にある人々を対象とし､様々な生活の場で生老病死に関わるという看護実践の特徴がより浮き彫りになった｡実習は､実習目的と学生の学習段階を考慮し､観察が深まりかかわりが発展するよう同一施設に配置している｡実習後の振り返り学習と実習報告会は､学びの共有と論理能力を鍛えることを目的にしている｡振り返り学習は数名毎のグループワークで行い､実習で印象に残った場面をカードに記入し､場面の意味を読み取って場面間のつながりを考え､全員のカードを構造図に表している｡全過程を通して看護に関する間接的体験を増やし体験の中の共通性や相異性に注目していくことから､看護の概念の広がりと深まりが期待できる｡また､このワークでは帰納的思考と演繹的思考を意識的に働かせることが求められる｡実習は学生が５感を通して現場からの刺激を直接受け取る体験をするという特徴がある｡学生の学習段階と現場での対象者の状況を考慮して､双方にとって安全で効果的な体験ができるためには､施設側と教育側の調整と協力が不可欠である｡|This report describes the way of developing Fundamental Nursing Laboratory 1. This lab is the earliest clinical practice in the curriculum and takes place after studying general ideas of nursing at the end of the first semester. The aims of this laboratory are to deepen and enlarge students' understanding of the nursing concept. The laboratory consists of a three-day practice and two-day group work to review previous experience. In this year, practice fields are increased to 16 from 8 in order to achieve these aims. Therefore, it makes clear that nursing subjects are all people who are at any health or developmental stage. The purposes of the two-day retrospective Session are the sharing of experiences of practice and the improvement of logical thinking. Retrospective Sessions are based on working with small groups. First of all, the students make cards by filling out their experiences of which students' have been impressed. Secondly, students think of the meaning of each card and relevance of each card. Finally all cards are shown in a structural chart. Through the whole process, it is expected that students comprehend nursing concepts by paying attention to the similarities and differences. Studying this way requires students to consider inductive and deductive reasoning. At the practice site, students can learn by stimulating the five senses, in order to secure safe by and comfort for students and patients, we should consider students readiness and the situation of patients and have to coordinate and cooperate with the teachers and the staff on site.},
 pages = {59--65},
 title = {看護の概念形成を目的とした初期看護実習の展開方法},
 year = {2004},
 yomi = {カデカル, エイコ and ウエハラ, アヤコ and ナシロ, カズエ and オオタ, サダコ and キンジョウ, シノブ and ウエズ, タカノ and アサト, ヨウコ}
}