@article{oai:niconurs.repo.nii.ac.jp:00000131,
 author = {小林,  優子 and 山田,  正実 and 大田,  和美},
 journal = {新潟県立看護短期大学紀要},
 month = {Dec},
 note = {手術を受ける患者の呼吸援助の授業にロールプレイの導入を試みた.授業の展開は, (DSP教員と学生のロールプレイ(術前), (2)ディスカッション, (3)デモンストレーション(術前), (4)学生同士のロールプレイ(術前), (5)デモンストレーション(術後)の流れで行った.学生同士のロールプレイは12人のグループに分かれて行い, 1組のプレイを他の学生は見学し, 1組終了する度にグループ全体で振り返りを行った.学習の効果,授業評価は,後日提出された学生のレポート,授業に関するアンケートをもとに検討した.レポートからは呼吸援助の方法,コミュニケーション技術が具体的に学べていることがわかった.学生による授業の評価から, 「実習の内容が理解できた」, 「知識や技術が身についたと」いうものが多かった.また,自由記述の内容分析から,授業に対する学生の意識,ニーズが明らかになり,よりよい授業に必要な要件が示唆された., Summary An attempt was made to introduce role-play exercises in adult health nursing practicum at a college of nursing in an suburban area in the mid-northern Japan. The roleplay exercises developed by instructors at the college included pre- and post-operative clinical vignettes related to breathing education for pre- and post-operative patients. The role-play exercises included the following procedures: (1) a preoperative role-play between an instructor (a simulated patient) and a student (a simulated nurse); (2) a class discussion about the roleplay (1); (3) a demonstration of preoperative role-play between the instructors (a simulated patient and a simulated nurse); (4) a preoperative role-play between the students; and (5) a demonstration of post-operative role-play between the instructors. The class was divided into four groups (each group was consisted of 12 students) to conduct role-play exercises between students. While a pair of students in a group was conducting a role-play, the other students in the same group observed the role-play. When the pair of students completed the role-play, all students in the group reviewed the role-play. The students' learning achievement and their evaluation of the role-play exercises were assessed by instructors based on the report papers and responses to the questionnaires obtained from the students after class. The students' report papers showed that they were able to learn the methods of breathing education and the communication skills in a specific manner. Many positive comments on the class were noted in the questionnaire. Examples included "(The role-play exercises) helped me to understand the contents of the class," and "(The role-play exercises) helped me to acquire knowledge and skills and to have confidence". Moreover, the content analysis of the students' comments in the questionnaire clarified the students' insights and needs for the class and future implications for helpful teaching methods for the students.},
 pages = {65--79},
 title = {ロールプレイを用いた授業の評価 : 成人看護学実習Ⅲ　手術を受ける患者の呼吸援助},
 volume = {5},
 year = {1999}
}