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本研究は,看護学部3年次生79名を対象に,慢性看護学実習への導入として,慢性病患者とその看護に対するイメージを深めることを目的に,学生が慢性病患者と看護師役を演じるロールプレイング演習を行い,その効果について検討したものである。演習の効果は,前後のアンケート調査により評価した。その結果76名の学生から回答が得られ,ロールプレイングにより1)慢性病患者の生活・気持ちイメージを変化させ,慢性病患者に対するイメージの広がりをもたせた。2)慢性看護に対する理解を深め,興味・関心を強めていた。3)慢性看護実践に対する意欲を高めた一方で,不安を抱いた学生もいた。これらのことは臨地実習における慢性看護実践への準備性を高めるものであり,臨地実習前のロールプレイングによる慢性看護学演習は有用であると考えられた。, The purpose of this study was to evaluate a chronic nursing practice in which we used role-play to prepare for a clinical practicum with nursing students who were in the third year of a four-year nursing degree course. We conducted a chronic nursing practice in which students undertook the roles of both the patient and the nurse. To evaluate the educational effects of the practice, we administered questionnaires to the students both before and after the practice. We collected 76 valid responses. The findings were as follows: 1) most of the nursing students changed their images regarding the life and emotions of chronic patients ; 2) most of the students reached an understanding of chronic nursing and were interested in it ; 3) most of the students showed their motivation but some showed their anxiety to chronic nursing. We found that the chronic nursing practice using role-play was effective to promote readiness for the clinical practicum where the nursing students provide care to chronic patients. As the role-play under the situation of chronic nursing gave the students insights into the patients and nursing it self, it enabled them to understand chronic nursing more deeply than before the practice.

本研究は,教員による模擬糖尿病患者-看護師によるロールプレイを取り入れた慢性看護学演習を行い,その効果と課題について考察したものである。演習は,看護学部2年次生79名を対象に糖尿病看護に関する講義の後,(1)慢性病患者に対するイメージを深める,(2)慢性病患者に対する患者教育として重要なエンパワーメントアプローチについて理解する,の2点を目標として,セルフケアに意欲を持てない事例を設定し,指導型アプローチとエンパワーメントを目指したアプローチの2場面のロールプレイを行った。演習の効果は講義前と演習後にアンケート調査を行い評価した。その結果77名の学生より回答が得られ,1)学生は糖尿病の合併症やセルフケアの大変さ・複雑さに対する理解に基づいて患者イメージを深化させていた。2)エンパワーメントを強化する患者教育について理解していた。このことから,模擬患者を活用した慢性看護学演習は有用であると考えられた。, The purpose of this study is to evaluate an education program in which we used a simulated diabetes patient to teach diabetes care to nursing students who were in the second year of a four-year nursing degree course. We planned an education program consisting of lectures and nursing practice. One teacher played the role of a nurse and another played the role of a diabetes patient. The nursing students observed 2 scenes. In one scene, the nurse provided information and in another, the nurse oriented the patient toward empowerment. To evaluate the educational effects of the program, we conducted questionnaires to the nursing students both before and after the program. We collected 77 questionnaires from the nursing students. The findings were as follows: 1) Most of the nursing students changed their images of diabetes, having realized that (a) diabetes complications were various and serious and self-care was complex and heavy, and that (b) diabetes patients would have many burdens; 2) The students came to attach importance to the empowerment approach in patient education. We found that an approach to teach diabetes care using a simulated patient was effective to promote understanding of chronic nursing. As this program demonstrated the model of a chronic patient and a nurse played by teachers, it allowed the nursing students to take it with a sense of reality.