"各論実習前に実施した統合実習の教育的有用性と課題を明らかにした。3 年次生60 名と指導者68 名に質問紙調査を行い，本実習を通して学生に「各論実習で活用できた学習内容」「自分の課題」を，指導者に「各論実習で（学生に）活用して欲しい学習内容」「学生の課題」を自由回答文で求め，Text Mining で解析した。学生が「各論実習で活用できた学習内容」と指導者が「各論実習で（学生に）活用して欲しい学習内容」を示す主要語は『報告』の言及頻度が高く，学生で【チーム医療における看護上の相談・連絡】などが，指導者で【報告，連絡，相談】などが判明した。学生が考える「自分の課題」と指導者が考える「学生の課題」を示す主要語は『コミュニケーション』『患者』の言及頻度が高く，学生で【知識・技術・態度の向上】などが，指導者で【看護を学ぶ姿勢として自分の考えを相手に伝えること】などが判明した。"

"This study aimed to clarify the educational usefulness and issues of the integrated nursing clinical practicum, newly established before the establishment of the clinical practicum of each nursing area in a nursing university. Data were collected by paper-based, open-ended questionnaires distributed to 60 third-year students and 68 clinical nursing practice supervisors (CNPSs). Collected data were analyzed by text mining. The results showed that the most frequent noun used by the students and CNPSs while answering the question about the “learning outcomes of the integrated nursing clinical practicum” was the noun “report.” Moreover, using principal component analysis and cluster analysis (k-means), these data were “contact and consultation on nursing in team medicine” etc, for the students; and “report, consultation, and contact,” for the CNPSs. The results also showed that the most frequent nouns used by the students and CNPSs while answering the question about “problems” were “communication” and “patient.” Moreover, using principal component analysis and cluster analysis (k-means), these data were “improvement of knowledge, skills, and attitude” etc for the students; “talking to other
people about their attitude toward studying nursing,” for the CNPSs."

報告