@article{oai:kyukan.repo.nii.ac.jp:00000424,
 author = {川本, 紀子 and 山本, 恵子},
 issue = {1},
 journal = {九州看護福祉大学紀要, The Journal of Kyushu University of Nursing and Social Welfare},
 month = {Mar},
 note = {本研究では、臨地実習における看護教員の困難感を先行研究より分析し、教員が抱える困難感及びその対応の現状と課題を明らかにすることを目的とし、今後の臨地実習指導の教育効果を高めるために必要な困難感への対策と支援を検討した。医学中央雑誌Web 版(Ver.5)にて「実習」「教員」「困難」「葛藤」をキーワードとして2003年から2020年までの文献を検索した結果、36文献が抽出された。分析の結果、看護教員の臨地実習における困難感の対象として【学生】【教員個人】【実習評価】【学校織】【実習施設】、副次的に生じる【困難感の表出】が抽出された。困難感の要因は《学生のレディネス》《学生の対人スキル》《学生理解》《教育技法》《教育的判断》《知識・経験》《到達度判断》《評価判断》《臨床指導者との連携》《組織内連携》《組織体制》《実習施設との連携》《実習施設の受け入れ態勢》《実習施設が抱える課題》であった。教員の困難感への対応・支援として〖教員個人の工夫や努力〗〖上司・同僚による支援〗〖教員間連携〗〖組織からの支援〗が抽出された。新人教員に焦点を当てた複数の文献では、共通する困難感が明らかにされている。一方で中堅教員に関する文献は少ないが、同様に学生のレディネスや対人スキルに起因する困難感、教員としての力量不足や葛藤、自信のなさといった困難感が報告されている。困難感を軽減するための個別的な対策や支援、困難要因に応じた具体的な対応行動は、業務の負担軽減や就業意欲の向上に有効であると考える。また、実習教育が効果的に継続できるよう実習施設との協働や意見交換方法の検討も必要である。
　教員の困難感軽減に向けて、教員全体の困難感の実態把握や、困難要因に応じた具体的対策・継続的な看護教員のスキルアップ体制の構築が課題である。
　The purpose of this study was to analyze previous research regarding the challenges of clinical training for nursing educators and to identify countermeasures to help alleviate these challenges. We examined strategies for addressing these difficulties and explored the types of support needed to enhance future clinical training guidance. Thirty-six studies were extracted from 2003 to 2020 by utilizing the search terms “nursing practice,” “teacher,” “difficulty,” and “conflict.” Some of the challenges identified include《: students》《, teachers》《, student training evaluations》《, school organization》, and《issues with training facilities》.Additionally《, expression of difficulty》was also extracted.Factors of difficulty identified include《: student readiness》《, student interpersonal skills》《, student understanding》《, educational skills》《, educational judgment》《, knowledge/experience》《, judgment of achievement of learning goals》《, evaluation judgment》,《cooperation with clinical instructors》《, collaboration within the own school organization》《, school organization》《, cooperation with the training facility》《, preparation for accepting the training facility》, and《 issues faced by the training facility》.Several references specifically addressed the difficulties of new faculty. On the other hand, there is limited literature addressing mid-career teachers. For both new and mid-career educators, there are reports of challenges related to student readiness and interpersonal skills, lack of competence and conflict among teachers, and lack of confidence in self. We believe educators should be supported by individualized responses that address their specific challenges to effectively reduce burden of work and to increase motivation to work. Individualized measures are necessary to effectively support teachers and to alleviate challenges according to contributing factors. Furthermore, collaboration with the exchanging of opinions among faculty is a method for addressing these issues in an effective manner.
 To reduce the hardships of teachers, it is first crucial to understand the actual factors influencing the challenges of each individual. Then, it is necessary to take concrete measures in alignment with these factors and to build a system that continuously improves the skills of nursing teachers.},
 pages = {62--75},
 title = {臨地実習における看護教員の困難感に関する文献的一考察},
 volume = {22},
 year = {2022}
}