Shijonawate Gakuen University, Shijonawate Gakuen Junior College Institutional Repository / 四條畷学園大学・四條畷学園短期大学 学術機関リポジトリ
Not a member yet
514 research outputs found
Sort by
Methods for teaching students in practical training A study of reflections implemented by students undergoing training and their supervisors
Get PDF実習の際には、実習地を訪問し、課題の進捗状況を指導者と学生から聞き取り、問題が生じていれば、その原因と解決方法を共に考え対処し、実習の課題到達を目指している。今回精神領域の評価実習の訪問時、学生は「指導者に迷惑をかけたくない」「実習の場でどのように行動したら良いかわからない」との訴え、課題の進捗状況の確認に時間を要した。「実習ではできない事を見つけそれを練習する事が大切」と事前に学びの姿勢を伝えていが、学生は指導者にどう思われているかを優先していた。
この原因を知りたく、実習生と指導者それぞれに実習の振り返りを実施した。振り返りは、実習生には困った事と受けた援助、指導者には実習生が困っていた事と実施した援助にカード化した。学生と指導者それぞれのグループでKJ法を用い概念化し、結果を共有した。
学生が困った事については、学生自身よりも指導者の方が具体的に把握し、学生は自身が困った事を言語化できていなかったことが示された。この言語化できていないことが自身の実習課題の達成よりも指導者からの評価に視点がむいた原因と考えられた。The present study involved students undergoing practical training and their supervisors, and focused on supervisors’ approaches to help students complete assignments. Students who have had problems and their supervisors at a training site are supposed to report the status of progress made in assignments and discuss the causes and solutions together. Reports submitted by students who had undergone training in psychiatry included: “They did not want to cause trouble for supervisors” and “They did not know what to do at the training site”, and it took time to confirm the status of progress. Although students had been informed of a recommended learning attitude: “In practical training, it is important to identify what you cannot do and practice it for improvement” in advance, they were more occupied with their supervisors’ evaluations.
Both students and supervisors were asked to reflect on the training sessions to examine the causes; the students reflected on problems they experienced and support they received, and the supervisors reflected on those problems and the support they provided. The results of the reflections were described on cards.
The descriptions obtained from the student and supervisor groups were conceptualized using the KJ method, so that they could share the results.
The supervisors had understood problems experienced by the students more comprehensively than the students themselves. The students had difficulty verbalizing their problems, which is considered to be the reason for their attaching greater importance to evaluation by supervisors rather than the completion of assignments.原著Articledepartmental bulletin pape
A study on the Childcare Content Area “Expression”and infants' expressive play : Focusing on “sensitivity” and “expression”-
Get PDF本稿では、乳幼児の保育・幼児教育における保育内容の一つである領域「表現」の目標とねらい及び内容と、幼児の表現遊びとの関わりについて分析と考察を試みた。具体的には乳幼児の感性と表現について、子どもの遊びと生活の視座から整理して分析し考察を加えた。そして子どもの表現遊びや近似の表現活動についての質問紙調査を保育学生に実施して考察をおこなった。また、保育所及び認定こども園の施設長に質問紙調査を実施して、表現遊びや表現活動のどの分野の知識やスキルについて、養成校で学修し身につけて欲しいと望んでいるかを把握し保育、幼児教育の現場において保育者として実際に保育する際の課題等について明らかにすることを試みた。結果、劇遊びやリズム遊びについて苦手意識を持ち、それらの知識や技能の習得を自身の課題とする学生が多数であることが明らかになり、養成課程での課題が浮かび上がった。また園の施設長の多くが、手遊びや歌遊び等の知識やスキルを学生に養成校で修得しておいて欲しいと望んでいることが分かった。In this paper, I tried to analyze and consider the relationship between the goals, aims and contents of the area "expression", which is one of the childcare contents in infant care and early childhood education, and infants' expressive play. Specifically, I organized, analyzed, and considered the sensibility and expression of infants from the viewpoint of children's play and life. Then, we conducted a questionnaire survey on children's expressive play and similar expressive activities for nursery school students. In addition, we conducted a questionnaire survey of facility managers of nursery schools and certified children's centers to understand which fields of knowledge and skills in expressive play and expressive activities they want to learn and acquire at training schools. I tried to clarify the problems when actually childcare as a childcare teacher in the field of childcare and early childhood education. As a result, it became clear that there were many students who felt that they were not good at drama play and rhythm play, and that the acquisition of those knowledge and skills was their own task. It was also found that many of the facility managers of kindergartens want their students to acquire knowledge and skills such as hand games and song games at training schools.原著Articledepartmental bulletin pape
The Process of making NAWATE-family, methods and challenges : in Shijonawate-gakuen University’s nursing curriculum
Get PDF本稿は、平成 27 年に開設された四條畷学園大学看護学部の特色として掲げた「看護実践論科目」の具体 的な運用内容である。各専門科目分野から教員を招集し、会議を重ね、模擬家族（4 世代）の「畷ファミリー」 を作成した。その模擬家族で看護過程を展開し、それに伴う看護技術演習を実施できるよう各領域が専門 性を活かしながら、看護の共通性を網羅できるような教材を作成した。特徴的な点は「畷ファミリー」という同一事例家族を用いることにより、看護学における各専門領域の 横断的つながりを意識できること、本学部の特色である在宅を見据えた生活者の視点を広げることに繋が る。また、対象者の個別性を考慮した、より具体的な看護計画の立案、ケアの提供ができるような演習内 容となると考えた。資料materialsdepartmental bulletin pape