{"created":"2023-05-15T11:56:35.389993+00:00","id":1428,"links":{},"metadata":{"_buckets":{"deposit":"e80d1a82-b489-4808-bc10-c87bf7f16764"},"_deposit":{"created_by":4,"id":"1428","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"1428"},"status":"published"},"_oai":{"id":"oai:n-seiryo.repo.nii.ac.jp:00001428","sets":["278:305:306"]},"author_link":["4270","4271","4272"],"item_10001_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2014-09","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"22","bibliographicPageStart":"11","bibliographicVolumeNumber":"7","bibliographic_titles":[{"bibliographic_title":"新潟青陵学会誌"}]}]},"item_10001_description_19":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf"}]},"item_10001_description_24":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"The purpose of this paper is to clarify the effects of reading guidance that was undertaken as an organizational initiative in the first-year training to nursing students.\nBased on pre-guidance factor analysis on 28 items listed in a reading method check sheet, five key factors were selected: detailed comprehension, overall comprehension, recognition of structure of content, comprehension through stages, and comprehension using imagination. Following guidance, scores in lower parameters improved significantly for all factors. Fourteen categories were identified from descriptions by students on inspiring aspects, and these categories corresponded to the five factors above. Descriptions by students on useful aspects were also analyzed, and eight sub-categories were identified, which were grouped into four categories: skill enhancement, changes in the recognition of reading, practice and utilization, and delight. Students were able to recognize the resonance of reading through questions for deeper comprehension, and through materials that enabled comparison between different perspectives under the same theme. They could also achieve meta-recognition on correct reading through the experience of selfevaluating the reading method.","subitem_description_type":"Other"}]},"item_10001_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本論文の目的は、看護学生対象の初年次教育として組織的な取り組みで実施した「リーディング指導」の効果を明らかにすることである。\n指導前の「文章の読み方チェックシート」の28項目を因子分析した結果、「深く読む」「大局に立って読む」「構造を意識して読む」「手順を踏んで読む」「創造的に読む」の５因子が抽出され、指導後すべての因子の下位尺度得点が有意に向上した。また、学生の「ためになったこと」の記述から14のカテゴリーが抽出され、それらは５因子に対応した。さらに、学生の「役立ったこと」を分析した結果、８サブカテゴリーが導かれ、「スキルアップ」「読むことの認識の変化」「実践・活用」「楽しさ」のカテゴリーにまとめられた。学生は、読解を深くするための発問や、同一テーマで視点の相違を比較できる教材によって、読むことの奥深さを意識でき、読み方を自己評価する経験によって、正確に読解できているかメタ認知するようになった。","subitem_description_type":"Abstract"}]},"item_10001_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.32147/00001422","subitem_identifier_reg_type":"JaLC"}]},"item_10001_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"新潟青陵学会"}]},"item_10001_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12412634","subitem_source_identifier_type":"NCID"}]},"item_10001_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1883-759X","subitem_source_identifier_type":"ISSN"}]},"item_10001_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"柄澤, 清美"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"中村, 恵子"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"中村, 圭子"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2019-08-29"}],"displaytype":"detail","filename":"sg_0701_02.pdf","filesize":[{"value":"3.4 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"sg_0701_02.pdf","url":"https://n-seiryo.repo.nii.ac.jp/record/1428/files/sg_0701_02.pdf"},"version_id":"5369655a-db00-4907-94d7-ebe2a9f99d6a"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"First-year training"},{"subitem_subject":"nursing students"},{"subitem_subject":"reading guidance"},{"subitem_subject":"初年次教育"},{"subitem_subject":"看護学生"},{"subitem_subject":"リーディング指導"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"journal article"}]},"item_title":"看護学生の初年次教育におけるリーディング指導の効果","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"看護学生の初年次教育におけるリーディング指導の効果","subitem_title_language":"ja"},{"subitem_title":"Effects of Reading Guidance in the First-Year Training for Nursing","subitem_title_language":"en"}]},"item_type_id":"10001","owner":"4","path":["306"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2014-10-02"},"publish_date":"2014-10-02","publish_status":"0","recid":"1428","relation_version_is_last":true,"title":["看護学生の初年次教育におけるリーディング指導の効果"],"weko_creator_id":"4","weko_shared_id":-1},"updated":"2023-06-20T07:57:07.772556+00:00"}