{"created":"2023-06-19T10:48:30.626897+00:00","id":1053,"links":{},"metadata":{"_buckets":{"deposit":"e9fccf9a-eb66-4f05-8bcc-0394dfa88cfa"},"_deposit":{"created_by":19,"id":"1053","owners":[19],"pid":{"revision_id":0,"type":"depid","value":"1053"},"status":"published"},"_oai":{"id":"oai:seirei-univ.repo.nii.ac.jp:00001053","sets":["117"]},"author_link":["1037","2607","2608","1361","2210","2372"],"item_2_biblio_info_25":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2010-07-01","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"61","bibliographicPageStart":"49","bibliographicVolumeNumber":"20","bibliographic_titles":[{"bibliographic_title":"日本看護学教育学会誌"},{"bibliographic_title":"Journal of Japan Academy of Nursing Education","bibliographic_titleLang":"en"}]}]},"item_2_description_23":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"【目的】看護面接の技術教育において、模擬患者(以下SP) の解釈モデルの説明が学生の看護アセスメントの認識に及ぼす影響を明らかにすること。\n【方法】対象は看護系大学2年生129名。SP参加型の看護面接の演習終了後、解釈モデルの説明を聞いて思ったことを自由記述で求め質的に分析。\n【結果】84コードが抽出され、13サブカテゴリ、4カテゴリに分類された。\n【考察】学生は解釈モデルを開き、自分のアセスメント内容と照らし合わせて自己評価し、《患者の捉え方の認識》、《自己－患者間のギャップの認識》が促され、同時に詳細な状況設定や、患者の本当の思いを解釈モデルの説明として聞き、客観的な面接場面の振り返り、《自己の課題の認識》、《眼界の認識》が促された。\n【結論】看護面接の技術教育において、SPによる解釈モデルの説明が、学生の看護アセスメントの認識に及ぼす影響として、《患者の捉え方の認識》、《自己ー患者間のギャップの認識》、《自己の課題の認識》、《限界の認識》を促すことが明らかとなった。","subitem_description_type":"Abstract"}]},"item_2_publisher_26":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"日本看護学教育学会"}]},"item_2_source_id_27":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"0916-7536","subitem_source_identifier_type":"ISSN"}]},"item_2_source_id_29":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AN10423697","subitem_source_identifier_type":"NCID"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"metadata only access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_14cb"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"篠崎, 惠美子"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"渡邉, 順子"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"坂田, 五月"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"炭谷, 正太郎"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"山口, 直己"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"上田, ゆみ子"}],"nameIdentifiers":[{}]}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"模擬患者","subitem_subject_scheme":"Other"},{"subitem_subject":"解釈モデル","subitem_subject_scheme":"Other"},{"subitem_subject":"アセスメント","subitem_subject_scheme":"Other"},{"subitem_subject":"看護面接","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"journal article","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"模擬患者による解釈モデルの説明が学生の看護アセスメントの認識に及ぼす影響","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"模擬患者による解釈モデルの説明が学生の看護アセスメントの認識に及ぼす影響"},{"subitem_title":"The Effects of Explanatory Model from Standardized Patients on Nursing Students' Overall Perceptions of Assessment","subitem_title_language":"en"}]},"item_type_id":"2","owner":"19","path":["117"],"pubdate":{"attribute_name":"公開日","attribute_value":"2014-11-26"},"publish_date":"2014-11-26","publish_status":"0","recid":"1053","relation_version_is_last":true,"title":["模擬患者による解釈モデルの説明が学生の看護アセスメントの認識に及ぼす影響"],"weko_creator_id":"19","weko_shared_id":-1},"updated":"2023-06-19T11:29:46.115463+00:00"}