@article{oai:n-seiryo.repo.nii.ac.jp:00001904,
 author = {中村, 恵子 and 菅原, 真優美 and 渡邉, タミ子},
 issue = {1},
 journal = {新潟青陵学会誌},
 month = {Mar},
 note = {application/pdf, The purposes of this study are to reveal the learning process in the writing of a master thesis by adult graduate students attending a nursing-related graduate school and also to identify the factors both encouraging and limiting such learning process. The semistructured interview method was used with the nine adult graduate students who had completed their master course in a nursing-related graduate school and given their consent to cooperate with the survey. Then, the analyses of the data obtained through the said interview employing the modified grounded theory generated six categories out of twenty-two concepts.
　In writing their master thesis, the adult graduate students experienced a series of ≪Standstill and breakthrough toward research≫.<Conversion to independent-minded study and driving forward>,<Promotion and stagnation arising from interrelating with others>, <Progress and difficulty due to quality of research environment> and < Strengths and weaknesses with limited time and experience> were generated as its factors and it was observed that they were not only the factors promoting the learning but also those limiting it. Taking advantage of their experience of having completed a master thesis, the adult graduate students engaged in the <Use and Development of Learning>., 本研究は、看護系大学院に在籍する社会人大学院生の修士論文作成における学びの過程を明らかにするとともに、学びを促進する要因および阻害する要因を抽出することを目的とした。A看護系大学院の修士課程を修了した社会人大学院生のうち、調査協力に同意を得た修了生９名を対象として、半構造化面接法を行った。修正版グラウンデッド・セオリー・アプローチを用いて面接内容を分析した結果、22の概念から６つのカテゴリーが生成された。
修士論文作成において、社会人大学院生は、一連の≪探究への足踏みと打開≫を経験していた。それの要因として、＜主体的学習への変換と推進＞、＜他者との関わりから生ずる促進と停滞＞、＜研究環境の良否による進展と難渋＞、＜限られた時間と経験による強み・弱み＞が生成され、学びを促進する要因でもあり阻害する要因でもあるという両面が見られた。修士論文を完成させた経験を活かし、＜学びの活用・発展＞がなされていた。},
 pages = {1--12},
 title = {看護系社会人大学院生の修士論文作成における学びの過程},
 volume = {12},
 year = {2019}
}