@article{oai:kanazawa-u.repo.nii.ac.jp:00045613,
 author = {Yanagihara, Kiyoko and Matsui, Kiyoko and Oda, Azusa and Nagamune, Mizuyo and Kitagawa, Mai and 柳原, 清子 and 松井, 希代子 and 小田, 梓 and 長棟, 瑞代 and 北川, 麻衣},
 issue = {1},
 journal = {Journal of wellness and health care, Journal of wellness and health care},
 month = {Aug},
 note = {本研究は、基礎看護学における看護過程の枠組みモデル（以下「看護過程モデル」）の学習をアクティブラーニングで行い、その教育効果を検討するものである。具体的には、①課題設定型学習（ＰＢＬ）を実施し、②プレゼンテーションはポスターツアー形式（ジグソー法）で行い、③学びの結果をルーブリックで評価する、④ ICT(Learning Management System) を活用する、である。
　授業科目は一年次後期の「看護学原論演習」である。 ３ 年前よりＰＢＬを実施してきたが、今年度は①の課題変更と、②③④を追加した。
　分析は、教員がルーブリックを用いて採点した最終レポートと、授業に臨んでの学生の自己評価（リフレクション）を用いた。「看護過程モデル学習」のルーブリック（100 点満点）の平均値は 78.9 ± 1２.8 であった。主要な学習 ３ 項目（２0 点満点）の「看護過程モデルの説明の正確さ」は 14.6 ± 4.1、「看護過程を用いた対象把握」1３.1 ± ３.9、「看護過程を用いて看護を展開することの意見」は 15.２ ± 4.4 であり、平均 7 〜 8 割の得点から、看護過程の導入という教育の目標は達成された。
　またリフレクションを昨年と比較すると、「看護の専門性への関心の広がり」および「他者の意見を参考にする力の高まり」に有意差はなかった。一方「意見を述べる力の高まり」は、「高まった」が ２016 年度 46.8% から ２017 年度 ３5.9% となり、有意に評価が下がっていた。この理由として、ポスターツアーは、教えあいの技法（ジグソー法）であり、一人ひとりがプレゼンテーターとなる。このことが、自己の知識の深化と責任の高まりを生み、一方で意見を述べる / 知識を人に伝えることの難しさを実感し、慎重な自己評価となったと考える。, This study was performed to examine the educational impact of implementing active learning in the teaching of nursing process models. Specifically, this includes 1) problem-based learning (PBL), ２) having students conduct poster tours, ３) assessment of student learning through rubrics, and 4) the use of information and communication technologies (ICT) in the form of a learning management system.
　The course examined in this study was the Seminar on the Principles of Nursing Science, which is taught in the latter half of the first year. There have seen a number of changes and additions to the curriculum this year. While the assignments for PBL, which has been part of the curriculum for ３ years, have been modified, poster tours, assessment of student learning through rubrics, and the use of ICT are new additions. 
　For the analysis, we used rubric-graded final reports and self-reflections (students’ self-assessments of how they engaged with the coursework). The average score for the rubric assessing “nursing process model learning” was 78.9±1２.8 out of a total of 100. The average scores for the three main learning items assessed, each with a total possible score of ２0, were 14.6±4.1 for “accuracy of explaining nursing process models,” 1３.1±３.9 for “grasp of patient conditions using nursing processes,” and 15.２±4.4 for “opinions on how to develop nursing using nursing processes.” These results met our expectations for first-year students learning nursing process models.
　Comparing the students’ self-reflections with those of the previous year, there were no significant differences in “interest in nursing expertise” or in the “ability to take into consideration the opinions of others.” In contrast, the ratio of students self-assessing an increase in “ability to express one’s own views” fell from 46.8% in ２016 to ３5.9% in ２017.
　Poster tours are an example of a jigsaw strategy (students teaching each other), where all students participate as presenters. This deepens their knowledge and increases their sense of responsibility, while allowing them to experience the difficulties of conveying information and expressing their opinions, resulting in more circumspect self-assessments in this area.},
 pages = {105--112},
 title = {基礎看護学の「看護過程の枠組み（モデル）」の学習にアクティブラーニングを用いた教育の検討},
 volume = {42},
 year = {2018}
}