ロールプレイを用いた学内演習での看護学生の学び : 分娩期の看護場面を通して

Abstract

This study identified students’ learning during role-plays in the [birthing period]. The reaction papers of consenting students (24 students, 34.2%) were organized with reference to the KJ method, and five categories were identified: <The nurse’s comfortable posture during labor pain care>, <Deepening of thoughts through reflection on the scene>, <Diverse viewpoints of others>, <Dealing with events not in the nursing plan>, and <Care according to the situation of the mother>. The five categories were obtained. The teacher played the role of the woman in childbirth, intentionally guiding the aim of the exercise, providing time for discussion among the students about their findings, and practicing and re-evaluating the results in the following role play, which led to learning about care adapted to the situation of the woman in childbirth. In addition, the students learnt that the conditions of the nurse’s side influence the care through the experience of playing the role of the nurse by creating a realistic situation. The role-plays were not completed once, but were repeated, and deep learning was achieved by clarifying the viewpoints of discussion and conducting ‘reflection through dialogue’ each time.