@article{oai:seisen-u.repo.nii.ac.jp:00001370,
 author = {小林, 菜穂子 and 西山, ゆかり and 髙島, 留美 and Kobayash, Nahoko and Nishiyama, Yukari and Takashima, Rumi},
 journal = {聖泉看護学研究, Seisen Journal of Nursing Studies},
 month = {},
 note = {目的　本研究の目的は，基礎看護学実習Ⅰにおいて，コミュニケーション能力の育成に特化したルーブリックを用いたことによる学生の学習活動や学びを明らかにすることである．
方法　看護学生1年生10名に，ルーブリックを用いた振り返りの実際や振り返りの際に抱いた気持ちや行動について半構造化面接を実施し，質的帰納的に分析した．
結果　ルーブリックを使用した学生の語りは，≪患者中心のコミュニケーションにしたい思い≫や≪自己対話による課題の認識≫≪落胆の感情≫≪困難感≫≪前向きな思考≫≪成し遂げた満足感≫≪看護学生としての自覚の高まり≫等16のカテゴリーで構成された．
考察　学生は，ルーブリックにより到達度を評価し，自らのコミュニケーション上の課題を捉えて目標を設定し，課題解決に向けた方法を模索しながら，能動的な学習をしていることが分かった．, Purpose　This study aims to clarify students’ learning activities and what they have learned by using rubric evaluation table specialized for the upbringing of the communication ability in the first clinical training in basic nursing.
Method　Semi-structured interviews were conducted with 10 first-year nursing students about their actual reflections using a rubric evaluation table and their feelings and behaviors during the reflections, which were analyzed qualitatively and inductively.
Results　The interview revealed 16 categories including “importance of patient-centered communication,” “recognition of problems in communication by self-dialogue using the rubric table,” “feelings of disappointment,” “sense of difficulty,” “positive feelings,” “satisfaction with an accomplishment,” “awakening feelings of being a nursing student.”
Discussion　It was found that the students were able to evaluate their communication using the rubric evaluation table, grasp their own communication problems, and establish personal goals. Students were also actively learning while searching methods to solve communication problems and adjusting their behavior.},
 pages = {11--22},
 title = {基礎看護学実習Iにおけるコミュニケーション能力育成に向けたルーブリックの使用による学習活動と学びの内容},
 volume = {11},
 year = {2022},
 yomi = {コバヤシ, ナホコ and ニシヤマ, ユカリ and タカシマ, ルミ}
}