{"created":"2023-06-19T07:02:49.189377+00:00","id":522,"links":{},"metadata":{"_buckets":{"deposit":"493207f7-013e-4513-9a91-d57ef029a584"},"_deposit":{"created_by":16,"id":"522","owners":[16],"pid":{"revision_id":0,"type":"depid","value":"522"},"status":"published"},"_oai":{"id":"oai:fukuoka-pu.repo.nii.ac.jp:00000522","sets":["3:9:131"]},"author_link":["238","203","206","413","388","205"],"item_13_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2021-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"35","bibliographicPageStart":"27","bibliographicVolumeNumber":"18","bibliographic_titles":[{"bibliographic_title":"福岡県立大学看護学研究紀要"}]}]},"item_13_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"　保健師の教育期間延長や指定規則の改正を受け、Ａ大学では平成24年度に保健師教育を統合カリキュラムから選択制に変更しカリキュラムを充実させた。そこで、公衆衛生看護学実習の前後で保健師の技術項目に対する学生の自己評価を比較し実習効果を検証した。その結果、実習後の自己評価の平均値は、個人／家族に対する技術は48項目中31項目（64.6％）で有意に上昇し、集団／地域に対する技術は71項目中43項目（60.6％）で有意に上昇した。実習終了後、卒業時の目標に到達した者の割合が６割を超えた項目は、個人／家族に対する技術では40項目（83.3％）、集団／地域に対する技術では63項目（88.7％）であった。\n　実習後に平均値が大きく上昇した項目から、技術の実施体験の繰り返し、指導者や教員とのカンファレンス及び実習記録の積み重ねが重要であることが考えられた。到達割合が6割未満の項目から、潜在的な健康課題の把握、個別支援における相談や教育、地区活動の展開等の技術習得のためには、さらに意図的な学習体験の必要性が示唆された。","subitem_description_type":"Abstract"}]},"item_13_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"福岡県立大学看護学部"}]},"item_13_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12318716","subitem_source_identifier_type":"NCID"}]},"item_13_source_id_9":{"attribute_name":"ISSN","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":"楢橋, 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