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臨床看護職者の仕事ストレッサー測定尺度（7下位尺度 33項目）を用いて，看護師116名（外来29名，病棟87名）の仕事ストレイン得点と属性との関係を調査した．外来勤務者の方が「仕事の質的負担」に関するストレイン得点が高かった．正規雇用者の方が非正規雇用者に比べ「患者との人間関係」の得点が高かった．「医師との人間関係と看護職者としての自律性」では研修会参加経験を有する人の得点が高く，看護経験年数が長いほど，「死との向かい合い」および「医師との人間関係と看護職者としての自律性」の得点が高かった．看護師がストレインと感じる仕事ストレッサーは勤務領域や雇用形態，看護経験年数，研修会への参加などによって異なっていた．, This study examined the association between perceived job strain and personal and work attributes among 116 hospital nurses（ 29 outpatient care unit nurses, 87 ward nurses）. They were administered with the Nursing Job Stressor Scale in order to measure degrees of perceived job strain in seven job stressors to which they might be exposed. Outpatient care unit nurses scored higher than ward nurses in “qualitative work load,” and full-time workers scored higher than part-time workers in “conflict with patients.” High job scores in “conflict with physicians/autonomy” were observed among job-training workshop attendants. Finally, the scores in “dealing with death and dying” and “conflict with physicians/autonomy” were higher among more experienced nurses. Nurses were exposed to different job stressors,depending on their assigned area of work, employment pattern, years of nursing experience and workshop attendance., 保健学研究, 22(2), pp.27-35; 2010

成人看護学実習前に行った学習支援プログラム（サマーセミナー）が，学生にどのような学習支援としての成果をもたらしたかを明らかにする目的で，サマーセミナー参加者44名を対象に糸山らによる連想法を用いて調査を行った． 参加学生はサマーセミナーにおける知識や概念は「難しかったけど，深まった」「難しかったけど，役立った」と感じていた．また，具体的な活動は「面白かったし，役立った」，学習環境と学習用素材は「やさしくて，面白かった」し，「役立った」，学習指導法は「面白くて，深まった」し，「役立った」と感じていた．このサマーセミナーは臨地実習の事前学習として，知識や技術を深め，臨地実習へのモチベーションを高めるために効果的であったと考える．, The purpose of this study was to reveal the effectiveness of a learning support program called the Summer Seminar 2009, which was provided for 44 voluntarily participants in 3rd year nursing,prior to their clinical practicum. The Association method was used for both data collection and analyzing participants’ emotional phases of learning outcomes as the emotional vectors. Results showed, as the vectors indicated, [difficult/ deepen understanding] and [difficult/ useful] for knowledge and concepts parts of the program, [interesting/ useful] for actual activities, [easy/ interesting] and [useful] for learning environment and materials, [interesting/ deepen understanding] and [useful] for teaching itself. Overall,the program was effective for stimulating students’ leaning motivation and improving their knowledge and skills for clinical practicum preparation.

臨床看護職者の仕事ストレッサー測定尺度（7下位尺度 33項目）を用いて，看護師116名（外来29名，病棟87名）の仕事ストレイン得点と属性との関係を調査した．外来勤務者の方が「仕事の質的負担」に関するストレイン得点が高かった．正規雇用者の方が非正規雇用者に比べ「患者との人間関係」の得点が高かった．「医師との人間関係と看護職者としての自律性」では研修会参加経験を有する人の得点が高く，看護経験年数が長いほど，「死との向かい合い」および「医師との人間関係と看護職者としての自律性」の得点が高かった．看護師がストレインと感じる仕事ストレッサーは勤務領域や雇用形態，看護経験年数，研修会への参加などによって異なっていた．, This study examined the association between perceived job strain and personal and work attributes among 116 hospital nurses（ 29 outpatient care unit nurses, 87 ward nurses）. They were administered with the Nursing Job Stressor Scale in order to measure degrees of perceived job strain in seven job stressors to which they might be exposed. Outpatient care unit nurses scored higher than ward nurses in “qualitative work load,” and full-time workers scored higher than part-time workers in “conflict with patients.” High job scores in “conflict with physicians/autonomy” were observed among job-training workshop attendants. Finally, the scores in “dealing with death and dying” and “conflict with physicians/autonomy” were higher among more experienced nurses. Nurses were exposed to different job stressors,depending on their assigned area of work, employment pattern, years of nursing experience and workshop attendance.

成人看護学実習前に行った学習支援プログラム（サマーセミナー）が，学生にどのような学習支援としての成果をもたらしたかを明らかにする目的で，サマーセミナー参加者44名を対象に糸山らによる連想法を用いて調査を行った． 参加学生はサマーセミナーにおける知識や概念は「難しかったけど，深まった」「難しかったけど，役立った」と感じていた．また，具体的な活動は「面白かったし，役立った」，学習環境と学習用素材は「やさしくて，面白かった」し，「役立った」，学習指導法は「面白くて，深まった」し，「役立った」と感じていた．このサマーセミナーは臨地実習の事前学習として，知識や技術を深め，臨地実習へのモチベーションを高めるために効果的であったと考える．, The purpose of this study was to reveal the effectiveness of a learning support program called the Summer Seminar 2009, which was provided for 44 voluntarily participants in 3rd year nursing,prior to their clinical practicum. The Association method was used for both data collection and analyzing participants’ emotional phases of learning outcomes as the emotional vectors. Results showed, as the vectors indicated, [difficult/ deepen understanding] and [difficult/ useful] for knowledge and concepts parts of the program, [interesting/ useful] for actual activities, [easy/ interesting] and [useful] for learning environment and materials, [interesting/ deepen understanding] and [useful] for teaching itself. Overall,the program was effective for stimulating students’ leaning motivation and improving their knowledge and skills for clinical practicum preparation., 保健学研究, 22(2), pp.17-25; 2010