@article{oai:baika.repo.nii.ac.jp:02000024,
 author = {吉田, さとみ and YOSHIDA, Satomi and 岩谷, 久美子 and IWATANI, Kumiko},
 issue = {14},
 journal = {梅花女子大学看護保健学部紀要, Baika Women’s University Research Bulletin－Faculty of Nursing and Health Care},
 month = {Mar},
 note = {本研究の目的は老年看護学実習における実習指導者の日々の行動計画に対する指導の特徴を明らかにし，看護教員としての連携上の課題を考察することである．実習指導者3 名の日々の行動計画に対する指導場面の発言をIC レコーダーに録音し質的記述的に分析した．結果，実習指導者の指導内容として13 カテゴリと38 サブカテゴリが抽出された．看護教員として,実習指導者と看護学生の対話を注意深く観察し代弁者として仲介の役割を担うこと,知識的準備性を捉え直し系統的な学習へと方向付けること,精神的準備性を踏まえ見学が気づきの機会になるよう打ち合わせること,看護学生に対する情報提供の方法を実習指導者と調整すること,実習指導者の問いを踏まえ看護学生の思考を刺激することが,連携上の必要な役割であると示唆された．, The purpose of this study was clarification of instructional process characteristics based on comments of a training supervisor about an action plan for gerontological nursing practice, and consideration from the perspective of collaboration as a nursing teacher. The statements of three practice supervisors' comments on nursing students' action plans were recorded on IC recorders and analyzed qualitatively and descriptively. After extraction of 13 categories and 38subcategories．Nursing instructors should do the following．1) observe the dialogue between the supervisor and nursing students carefully and serve as a voice for students; 2)reevaluate knowledge readiness and direct it toward systematic learning; 3) coordinate the visit as an opportunity for awareness based on mental readiness; 4) discuss how to provide information to nursing students with the practicum supervisor and provide information to the nursing students; and 5) stimulate the thinking of nursing students based on questions of the practice supervisor, while playing a role in enhancing their learning.},
 pages = {1--15},
 title = {臨地実習における日々の行動計画に対する実習指導者の指導の特徴と看護教員としての連携上の課題},
 year = {2024}
}