@article{oai:seirei-univ.repo.nii.ac.jp:00001784,
 author = {中島, ともみ and 伊藤, 信寿 and 藤田, さより and 建木, 健 and 鈴木, 達也 and NAKAJIMA, Tomomi and ITO, Nobuhisa and FUJITA, Sayori and TACHIKI, Ken and SUZUKI, Tatsuya},
 journal = {リハビリテーション科学ジャーナル, Journal of Rehabilitation Sciences},
 month = {Mar},
 note = {P(論文), 臨床実習における学びのプロセスを，探索的に明らかにすることを目的に，実習後に行われた振り返りの記述の分析を行った．
　その結果，学生は自己内省が行えるようになり，基本的知識の習得だけでなく，エビデンスを求める思考，問題解決のために分析する思考が必要であると考えられるようになっていることが確認できた．この思考は，Dreyfus model では，熟練者レベルの思考である．初心者のレベルである学生が，熟練者レベルの思考に気付くことが出来たことは教員が振り返りシートの作成に関わっていることも要因であると考えられた．
　また，コミュニケーションに課題を感じている学生は，物事の優先順位を付けた行動化も同様に課題と考えていることが分かった．優先順位を付けた行動化は，実習中に学ぶことが難しく，臨床実習前からの学内での指導が重要であることも示唆された．, For the purpose of exploratively identifying the process of learning in clinical practicum, written reflections from post-fieldwork students were analyzed.
　The results confirmed that students became able to self-reflect, and became able to recognize the necessity of not only basic knowledge acquisition but also the type of thinking that seeks evidence as well as analytical thinking for problem solving. These kinds of thinking are considered as expert level in the Dreyfus model. Educators’ involvement in development of reflection sheets may have partly contributed to the fact that the students, who were at novice level, became able to recognize thinking at expert level.
　Additionally, it was found that those students, who feel communication is a challenging task, considered doing things in order of priority is also challenging. As it is difficult to learn to act in order of priority during clinical practicum, it was also suggested that on-campus instruction prior to commencing the practicum is important., 研究論文, Original Articles},
 pages = {21--32},
 title = {作業療法学生における臨床実習での学びの過程と省察 : テキストマイニングによる分析から},
 volume = {13},
 year = {2018},
 yomi = {ナカジマ, トモミ and イトウ, ノブヒサ and フジタ, サヨリ and タチキ, ケン and スズキ, タツヤ}
}