{"_buckets": {"deposit": "94f0cb29-c0f1-4c11-9ffc-49b509e08157"}, "_deposit": {"created_by": 11, "id": "266", "owners": [11], "pid": {"revision_id": 0, "type": "depid", "value": "266"}, "status": "published"}, "_oai": {"id": "oai:kinran.repo.nii.ac.jp:00000266", "sets": ["36"]}, "author_link": ["765", "724", "151", "438", "648", "444", "726", "735", "764", "604", "155", "649", "610", "736"], "item_3_biblio_info_12": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicPageEnd": "160", "bibliographicPageStart": "151", "bibliographicVolumeNumber": "12", "bibliographic_titles": [{}]}]}, "item_3_description_10": {"attribute_name": "抄録(日)", "attribute_value_mlt": [{"subitem_description": "医学教育の客観的臨床能力試験(OSCE:Objective Structured Clinical Examination)への導入から始まった模擬患者(Standardized/Simulated Patient)参画型学習は、看護学教育では2000年頃から対人関係やコミュニケーション学習を中心に導入されてきた。医学教育では独自の養成を行っている大学が少なくないが、看護学教育においては独自の養成をしている教育機関はまだ少ない現状にある。模擬患者の導入によって、看護学生が患者への理解や看護実践の理解が進み、学内演習と臨地実習との乖離を埋めることも期待されることから、訓練された模擬患者によるシミュレーション学習には一定の効果が見込まれる。 本稿では基礎看護技術教育への模擬患者(Simulated Patient:SP)導入を視野に入れ、平成24年度に本学の公開講座として看護学部基礎看護学分野が主催した『看護学生と学ぶ模擬患者養成講座』の実際を報告する。本講座は、現役SPが講師を務め、基礎看護学教員が看護技術教育で学生に伝えたいことや教育的ビジョンなどを伝え、相互に十分なディスカッションができるように協働して進めた。受講者は3名であった。看護学生の参加は1年生3名、4年生5名で任意の参加とした。本講座は6回コースであり、修了した受講生は、その後の基礎看護技術演習へのデビューに備えて、引き続いてフォローアップ講座3回を受講した。現在は、本学で継続した活動を続けている。この養成講座の実践を通して、SPの質保障は教育側の責任であるという観点からSP養成の意義を考察する。 ", "subitem_description_type": "Other"}]}, "item_3_description_15": {"attribute_name": "表示順", "attribute_value_mlt": [{"subitem_description": "20", "subitem_description_type": "Other"}]}, "item_3_description_16": {"attribute_name": "アクセション番号", "attribute_value_mlt": [{"subitem_description": "KJ00010109179 ", "subitem_description_type": "Other"}]}, "item_3_source_id_1": {"attribute_name": "雑誌書誌ID", 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