@article{oai:n-seiryo.repo.nii.ac.jp:00001211,
 author = {小山, 聡子 and 罇, 淳子 and 倉井, 佳子 and 菅原, 真優美 and 佐藤, 信枝 and Koyama, Satoko@@@Motai  Junko@@@Kurai  Yoshiko@@@Sugawara  Mayumi@@@Satou  Nobue},
 issue = {8},
 journal = {新潟青陵大学紀要},
 month = {Mar},
 note = {application/pdf, In teaching demonstration of nursing skill in the course of basic nursing of which the author is in charge, students are instructed to observe demonstrations by the teacher, then practice it according to the sequence shown. However, if they are to practice without recognizing many elements that are contained in such demonstrations, their actions result in mere imitation, interfering with self-motivated practice. It was hypothesized that if the student is given an opportunity to re-confirm the technical key points or the intention of a certain action after observing a model video, their subsequent practice will be more effective. Thus the following experiment was conducted. The subjects were composed of 37 first-year students attending a nursing university. They were assigned tasks: removing the wash from a washing machine and drying it. It was found that compared to the subjects who started working immediately after watching the video, those, who worked after watching the same video and answering the questions on the question sheets confirming the appropriate method and sequence of the work as well as its purpose, indicated a higher rate of performing the desired actions while at the same time tended to work in a more hesitant manner. It was indicated that by providing an opportunity to re-confirm the technical points after observing demonstration material (but before actual practice), we will be able to show an effective method for students to take independent actions to satisfy the purpose or the original intention of an assigned work., 筆者らが担当する基礎看護学の技術演習では、教員によるデモンストレーションを学生に観察させた後に、手順に従って実施させる方法をとっている。しかし、デモンストレーションに含まれる多くの要素を認知できないままの実施は単なる模倣にとどまり、主体的な実施を阻害する。そこで、示範ビデオを観察後、技術ポイントや行為の意図について再確認する機会を得ることができれば、その後の実施が効果的になると仮定し、実験を行った。方法は看護系大学１年生37人を被験者とし、洗濯機から洗濯物を取り出して干す作業を課した。その結果、示範ビデオを観察後、適切な作業順序や作業方法、行為の意図について確認するための質問シートに解答してから作業を実施した被験者は、示範ビデオの観察後にそのまま作業した被験者と比較して、適切な行為の実施率が高くなる一方、迷いながら作業している様子がみられた。示範教材を観察後に技術ポイントを再確認する機会を実施前に与えることは、手順をイメージしながらも、主体的に目的や原則に沿って実施するための方法として有効であることが示唆された。},
 pages = {87--97},
 title = {示範教材で示された行為の理解がその後の実施に及ぼす影響 : 看護技術演習での効果的な学習を目指して},
 volume = {8},
 year = {2008}
}