本研究の目的は，IBL を事前に導入した看護過程演習における学生の主体的学修の程度とグループワークでの協調性・積極性の程度及び両者の関連，主体的学修への影響因子を明らかにし，主体的学修を促進する教育方法を検討することである。看護学科3 年次生を対象に選択式項目と自由記載による自己評価を実施した。学生の主体的学修は一定レベルを確保できたが，理解の深化に向けた取り組みは不十分と評価した。グループワークという学修形態が主体的学修を促進することが証明され，グループワークを軸とした目標設定が主体的学修を一層促進させると推察された。主体的学修への影響因子は，グループワークでの積極性・協調性・責任を果たす態度，内発的動機づけや自己効力感の高まりに関連していた。主体的学修の促進には，①目標達成を重視した十分な準備性，②社会的相互作用活性化に向けた学生の緊張緩和，③理解の深化に向けた意欲の喚起，が重要である。

This research introduced inquiry based learning (IBL) into a nursing process seminar. The purpose was to gaug the degree of students’ active learning, cooperation, and activity in group work, and relation between these degrees and the factors influencing active learning. And we considered educational methods for promoting active learning. Third-year students in the Department of Nursing filled in a multiple-choice questionnaire and wrote free comments. Results indicated that a level of active learning was indeed achieved, but efforts to deepen understanding were insufficient. Results also suggested that group work as a method promoted active learning and this could be enhanced if the group work had a clear goal. The factors influencing active learning in group work were activeness, cooperativeness, responsibility, internal motivation, and self-efficacy. Active learning is promoted by (1) sufficient preparation for achieving goals, (2) relief of tension in social interaction and (3) motivation to obtain deeper understanding.

原著