入学2ヵ月後の看護系大学入学生の学校環境への適応 : 総合大学と単科大学の比較

入学２ヵ月後の看護系総合大学と単科大学の新入看護学生に対して，学校環境への適応レベルを比較し，その差を明らかにして，学生への関わり方を検討する基礎資料とするために，選択一部記述式の調査を実施した．その結果，総合大学と単科大学の新入生とでは，入学後の学校環境への適応レベルにおいて，学校の雰囲気や学業（授業），通学時間との関係において差が見られた．この要因には，総合大学と単科大学の立地の違いや，課外活動やアルバイトの有無が考えられた．また，教員との関係においては両大学とも，他の項目に比較して適応レベルの値が低い傾向を示した．今後，教員は学生との関係を，入学後早い時期に築くことができるよう努めることが重要である．また，大学の違いに留意しながら，学生が学校環境に適応できるよう支援を考える必要がある．

A questionnaire survey（using some questions in the alternative choice format and some open-ended questions）was given to nursing students who had entered their program（at either multi-division universities or single-focus colleges）two months before. The purpose of the survey was to investigate the students’ degree of adaptation to their program and explore differences between multi-division and single-focus institutions, with the ultimate goal of collecting basic data useful for improving our teaching techniques. The survey revealed differences in level of adaptation to attending school between those attending multiple-division and single-focus institutions. These differences were associated with the atmosphere in the school, the lessons and lectures provided within the program, and the time it took the students to reach school from home. These factors seem to represent differences in location, the after-school activities pursued by the students and the percentage of students with paid jobs between the two types of institution. For both types, the degree of adaptation tended to be less in terms of the students’ relationships with teachers than in terms of the other factors. This seems to indicate that teachers should begin making efforts to build firm relationships with their students as soon as the students enter the school. The results also suggest that teachers and other staff members should help students in their adaptation to the school environment, and that they should take into account specifics of the type and features of the given institution.