本研究の目的は, 看護学生の自己評価・授業評価を明らかにし, 授業改善のための基礎資料とすることである。研究方法は本学2年生97名を対象に, 慢性疾患をもつ患者の看護の講義終了後に, 自作の質問紙を用いて「授業目標と授業内容の一致性」, 「学習内容の理解度」, 「授業態度の自己評価」, 「教員の評価」, 「自己評価・授業評価をすることの意義」を調査した。その結果, 学生は自己評価・授業評価の意義を見出していた。また, 学習態度や自己学習状況, 教授方法, 時間数・時間帯に関しては否定的な受け止め方が多く, 教員の熱意や教材の工夫, 授業形態, パーソナリィティに関しては肯定的な受け止め方が多かった。今後の方向性として自己評価・授業評価の結果を授業にフィードバックすること, 継続的に授業内容を深めるための学生との関わりの場を活用することの必要性が示唆された。整理・統合した内容に関する教授方法の検討が今後の課題である。

The purpose of this study was to collect data of self-assessment and class-assessment by nursing students of our school to be used as basic references for improving the class. The subjects were 97 students in the second year of our school. After the end of a lecture class on nursing of chronically ill patients, "coherence between the objectives and contents of the class", "degree of understanding of the contents of the class", "self-assessed attitude of the students to the class", "assessment of the instructor", and "significance of self-assessment and class-assessment" were investigated using an original questionnaire. The answers suggested that the students felt self-assessment and class-assessment meaningful. They often had negative opinions about their attitude to studies, circumstances of individual studies, teaching methods, number of classes, and time of the class in the day but positive opinions about the enthusiasm of the instructors, selection and use of teaching materials, mode of class, and the instructors' personalities. The results suggested the necessity of feedback of the results of self-assessment and class-assessment to the class and regular utilization of opportunities of communication with students to improve the contents of the class. Evaluation of teaching methods concerning organization and integration of the contents of a class is considered to be a future problem.

国立情報学研究所で電子化