{"created":"2023-06-19T07:02:53.761155+00:00","id":617,"links":{},"metadata":{"_buckets":{"deposit":"86a1182e-11ed-4afa-873f-35a7655a2507"},"_deposit":{"created_by":16,"id":"617","owners":[16],"pid":{"revision_id":0,"type":"depid","value":"617"},"status":"published"},"_oai":{"id":"oai:fukuoka-pu.repo.nii.ac.jp:00000617","sets":["3:9:147"]},"author_link":["984","216","985"],"control_number":"617","item_13_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"58","bibliographicPageStart":"49","bibliographicVolumeNumber":"20","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":"本研究では、実習指導者研修の評価の実態を明らかにし、研修転移を目指した研修プログラム開発の示唆を得ることとした。\n　医中誌Web版で「実習指導者・研修・看護」のキーワード検索を行い、研修評価を行っている16件を分析対象とした。評価内容・方法・時期から「４レベル評価モデル」に適用し、レベル別に研修や評価について検討を行った。\n　研修は一過性のイベントではなく、学習により実践の場での行動変容や成果を生み出すことが目的である。そのため、研修評価では、指導者の主観的評価のみならず、客観的な評価も加え、経時的に評価していくこと、研修で学んだことを職場でどう実践するかの行動目標になるような評価内容を織り交ぜること、レベル３「行動」やレベル４「成果」を測定する評価にする必要がある。また、研修転移を目指すには、教育機関と実習施設が協同した研修プログラムを開発し、連携を図りながら研修評価を実施する。さらに指導者のニーズを把握したうえで研修設計し、指導者が意欲的に継続して実践できるような研修開発の必要性が示唆された。","subitem_description_language":"ja","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":"EZAKI, 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