{"created":"2023-06-19T07:02:38.878103+00:00","id":309,"links":{},"metadata":{"_buckets":{"deposit":"6e3961af-8a24-40e4-9d21-a3d1875ccdd8"},"_deposit":{"created_by":16,"id":"309","owners":[16],"pid":{"revision_id":0,"type":"depid","value":"309"},"status":"published"},"_oai":{"id":"oai:fukuoka-pu.repo.nii.ac.jp:00000309","sets":["3:9:75"]},"author_link":["525","734","457"],"control_number":"309","item_20_biblio_info_7":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2007-11-30","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"18","bibliographicPageStart":"9","bibliographicVolumeNumber":"5","bibliographic_titles":[{"bibliographic_title":"福岡県立大学看護学研究紀要"}]}]},"item_20_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"経験型実習教育は，従来の指導型の実習教育とは異なり，教師と学生が共に同じ教材で学び合いながら学習を進めていく教育方法である．特に教師には，安酸の提唱している「実践的力量」である，学生の学習能力への信頼，学習的雰囲気，学生の理解，患者理解の能力，言語化能力，状況把握能力，臨床教育判断能力，教育技法の8つの能力が求められる．\n　本論文では，成人看護学領域における経験型実習教育の実践について，２事例の指導場面の分析から，教師に必要な「実践的力量」を検討した．その結果，教師は学習的雰囲気や患者理解，学生の理解についての能力ははぐくまれていた．しかし，学生の学習能力への信頼と言語化能力，状況把握能力，臨床教育判断能力，教育技法の５つについては指導能力に困難さが認められた．経験型実習教育での教師の「実践的力量」を高めるには，教師は常に実習の指導場面の検討を重ねていき，自己の指導方法を見直す努力が必要である．","subitem_description_type":"Abstract"}]},"item_20_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"福岡県立大学看護学部"}]},"item_20_source_id_11":{"attribute_name":"item_20_source_id_11","attribute_value_mlt":[{"subitem_source_identifier":"AA12318716","subitem_source_identifier_type":"NCID"}]},"item_20_source_id_9":{"attribute_name":"item_20_source_id_9","attribute_value_mlt":[{"subitem_source_identifier":"1348-8104","subitem_source_identifier_type":"ISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"AKUTAGAWA, 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