{"_buckets": {"deposit": "afb221ea-70a2-485d-aa40-768258654db9"}, "_deposit": {"created_by": 16, "id": "576", "owners": [16], "pid": {"revision_id": 0, "type": "depid", "value": "576"}, "status": "published"}, "_oai": {"id": "oai:fukuoka-pu.repo.nii.ac.jp:00000576", "sets": ["141"]}, "author_link": ["891", "964", "757", "890", "959", "398", "851", "111"], "item_13_biblio_info_7": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2022-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "122", "bibliographicPageStart": "115", "bibliographicVolumeNumber": "19", "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": "　COVID-19の影響を受け、成人慢性看護学の実習が学内実習へと変更になり、対面とオンラインを組み合わせた学内実習を実施した。従来の実習目標を変更せず目標が達成できるように実習を計画した。実習計画には、看護過程の展開と看護実践、健康管理センター実習と緩和ケア実習を取り入れ、臨地実習と同じスケジュールとした。また、学生は個人で入院から退院までの看護過程を展開し、グループでその内容を共有し、看護実践を行った。実践場面にはシミュレーション教育を取り入れ、実践と振り返りのプロセスを繰り返し行ったことで、学生の知識の深化と慢性期看護の特徴理解につながった。\n　今回、教員と実習施設の協力によって、臨地実習に近い環境を設定し、３クールの学内実習を行うことができた。しかし、日々の実習計画において、学生の看護実践場面を多く取り入れたため、記録の指導時間を十分確保することができなかった。学内実習に代替した際の日々の実習計画の検討が今後の課題である。", "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", 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