臨地実習体験におけるリフレクション学習が看護学生の批判的思考態度に与える影響

本研究では，看護学生の臨地実習体験場面におけるリフレクションが批判的思考態度を変化させるかどうか，また，変化するのであれば，学生のリフレクション過程で変化を導く鍵となる批判的思考態度は何かを明らかにすることを目的とする．看護学生７５人を対象に，臨地実習における否定的体験をリフレクションし，批判的思考態度と職業的アイデンティティ，リフレクション自己評価を調査した．リフレクション後では前に比べて，職業的アイデンティティと批判的思考態度の「懐疑的態度」と「探究心」が有意に高くなった．リフレクション後に，職業的アイデンティティに影響を与えたのは「懐疑的態度」と「探究心」の２つであり，リフレクション前と変化した．以上，看護学生の職業的アイデンティティを高めたのは，リフレクションによって「懐疑的態度」と「探究心」が向上したためであり，この２つがリフレクティブな思考に関与する重要な鍵となる因子であることが示唆された．

The purposes of this study were to clarify whether reflection transforms nursing students’ critical thinking dispositions on their clinical practice, and how their critical thinking dispositions affect the process in which they transform their way of grasping experiences after their clinical practice at hospitals. ７５nursing students reflected on their negative experiences of their clinical practice at hospitals（“RL”）. For assessing RL, we used a critical thinking dispositions scale, a professional identity scale and a reflection self-assessment scale. Their professional identity, and two critical thinking disposition subscales of “Skeptical attitude” and “Inquisitive mind” were significantly higher after RL than, those before. The factors affecting their professional identity after RL were “Skeptical attitude” and “Inquisitive mind”. As these two factors were transformed by RL, it was suggested that they are important keys to reflection.