@article{oai:ncn.repo.nii.ac.jp:00000142,
 author = {清水, 嘉子 and 松原, 美和 and 宮澤, 美知留 and 藤原, 聡子 and 西野, 自由理 and 上森, 友記子},
 journal = {長野県看護大学紀要},
 month = {Mar},
 note = {本研究では助産実習の指導に役立てるため，学生が10例の分娩介助を経験する中での１）介助技術の修得過程および２）その過程における学生の自己評価と指導者の評価との違いを明らかにすることを目的とした．対象者は平成17～21年度の５年間にＡ看護大学で助産実習を行った学生である.34名に協力を依頼し，同意した22名の実習記録を使用した．分娩第１期から胎盤娩出後２時間までの50個の実習評価項目について，学生の自己評価を３段階に分類するとともに，介助例数の増加に伴うそれらの変化と指導者の評価との違いを統計学的に分析した．その結果，１）学生の自己評価は介助例数の増加に伴い上昇した．２）学生より指導者の評価が 高い傾向にあった．３）自己評価が第３段階に達するのは，胎盤娩出後２時間と分娩準備では４～５例目，分娩第１期の看護，分娩介助では８～９例目であった．０児頭，肩甲，躯幹娩出の介助が最も熟練を要することが明らかになった教員や指導者は事例毎の振り返りで学生の達成度と課題を把握して指導を行う必要があり，それには，ここで明らかにした標準的な技術修得過程と個人差の幅を参照することが有用と考えられる．, In order to contribute to improvement of guidance during a midwifery practicum, this study　aimed to clarify the process of technique acquisition as students experience 10 birth assistance cases and differences in student self-evaluations and instructor evaluations during the process. Participation was requested from 34 students at University A who took a midwifery practicum during the five years between 2005 and 2009. We used practicum records of 22 students who agreed to cooperate. Student selfevaluations with respect to 50 items pertaining to the period from the first stage of labor to two hours after placental delivery were categorized into three levels, and changes in evaluations with increasing number of cases students assisted in, as well as differences in student and instructor evaluations, were statistically analyzed. The analysis revealed that (1) student self-evaluations rose as the number of cases they assisted with increased, (2) training instructor evaluations tended to be higher than those of students, (3) the third self-evaluation level was reached in 4-5 cases for the period two hours after placental delivery and labor preparation, and 8 9 cases for nursing during the first stage of labor and birth assistance, and {4) assistance in delivery of the fetal head, shoulders, and torso required the most mastery through practice. Teachers and training instructors need to provide guidance based on their understanding of the level of student achievement and issues by reflecting on each case. To this end, it will be useful to refer to the standard technique acquisition process and individual variability among students, as revealed in this study.},
 pages = {1--13},
 title = {助産実習における学生の助産技術の修得　－分娩介助例数による達成状況と指導者との評価比較－},
 volume = {15},
 year = {2013}
}