{"created":"2023-06-19T11:18:22.252279+00:00","id":464,"links":{},"metadata":{"_buckets":{"deposit":"6e89c8fc-7f40-4679-85ed-eb0201122b08"},"_deposit":{"created_by":11,"id":"464","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"464"},"status":"published"},"_oai":{"id":"oai:kinran.repo.nii.ac.jp:00000464","sets":["11:26:80"]},"author_link":["151","961","725","979","978","604"],"item_3_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicPageEnd":"81","bibliographicPageStart":"75","bibliographicVolumeNumber":"18","bibliographic_titles":[{}]}]},"item_3_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"新型コロナウイルス感染症の流行に伴い実習施設の受入れ制限は長期化することが想定される。本学看護学部の２年生が履修する基礎看護学実習も、病院実習と学内実習を組み合わせて実施したことから、プログラム内容と学生の学びの様相を検証し示唆を得ることを目的とした。電子カルテからの情報収集と遠隔による患者とのコミュニケーションを実施し、実習指導者からの指導を受け、患者の問題解決過程を展開した。学内では臨床心理士による対人関係ワークショップや患者の看護計画の一部をシミュレーションし、計画した看護技術のエビデンスを検証した。自己の成長・達成できたことに関する学生の記録を質的記述的に整理した結果、９つの内容に集約され、「問題解決思考のステップアップを実感」、「患者との遠隔コミュニケーションからの気づき」、「自己の学習方法や姿勢の変化」、「チーム活動の中で得た学び」などが得られた。検討の結果、少ない時間、部分的な参与であっても臨床現場の内容を取り入れることや、患者を中心に臨地と学内実習のプログラムを関連づける必要性が示唆された。","subitem_description_type":"Other"}]},"item_3_description_15":{"attribute_name":"表示順","attribute_value_mlt":[{"subitem_description":"10","subitem_description_type":"Other"}]},"item_3_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AA12506589","subitem_source_identifier_type":"NCID"}]},"item_3_text_6":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"千里金蘭大学　看護学部　看護学科"},{"subitem_text_value":"千里金蘭大学　看護学部　看護学科"},{"subitem_text_value":"千里金蘭大学　看護学部　看護学科"},{"subitem_text_value":"千里金蘭大学　看護学部　看護学科"},{"subitem_text_value":"千里金蘭大学　看護学部　看護学科"},{"subitem_text_value":"千里金蘭大学　看護学部　看護学科"}]},"item_3_title_3":{"attribute_name":"論文名よみ","attribute_value_mlt":[{"subitem_title":"シンガタ 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