@article{oai:seirei-univ.repo.nii.ac.jp:00001933,
 author = {鈴木, 達也 and 新宮, 尚人 and 伊藤, 信寿 and 中島, ともみ and 藤田, さより and SUZUKI, Tatsuya and SINGU, Naohito and ITO, Nobuhisa and NAKAJIMA, Tomomi and FUJITA, Sayori},
 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), 本研究では，脳血管障害による片麻痺を有する当事者が参加し，作業に焦点を当てた理論を基盤とする学内演習が，学生の学習度と演習への満足度，遂行度にどのような影響があったのかを明らかにすることを目的に行った．その結果，演習終了後の学習度では， 16 項目中14 項目で向上が見られた．また演習終了後の満足度の理由では【作業療法に関する知識，経験，意欲の向上】，【実習前に当事者に実践的なことが行える】，【演習についての要望】，遂行度の理由では【演習を行うことで得られた主体性と達成感】，【演習から得られた気づきと課題】，【グループメンバー内の関係と時間のコントロール】の各々3 つにカテゴリー化された．作業に焦点を当てた理論を基盤とする学内演習を行うことで学習度の向上や作業療法への意欲が高まることが示唆された．, In this study, exercises based on an occupational therapy intervention process model, which is a top-down model focusing on occupation, were performed in students with disabilities. We examined the influences of these exercises on the degrees of learning, satisfaction, and accomplishment among the students.
　On comparing the students’ degrees of learning before and after the exercises, we noted improvements in 14 of 16 items. Additionally, with regard to reasons for satisfaction after the exercise, the categories included “Improvement in knowledge, experience, and motivation with occupational therapy,” “Practical achievements before clinical practice,” and “Requests for exercises.” Moreover, with regard to reasons for accomplishment, the categories included “Individuality and accomplishment achieved through exercise,” “Awareness and tasks achieved from exercise,” and “Relationships within group members and time management.”
　According to the theory focusing on occupation, it was suggested that exercises targeting individuals with disabilities can improve learning and motivation for occupational therapy., 研究論文, Original Articles},
 pages = {61--71},
 title = {作業に焦点を当てた理論を用いた学内演習の影響について : 学生の学習度・満足度・遂行度の視点から},
 volume = {14},
 year = {2019},
 yomi = {スズキ, タツヤ and シングウ, ナオヒト and イトウ, ノブヒサ and ナカジマ, トモミ and フジタ, サヨリ}
}