@article{oai:tenshi.repo.nii.ac.jp:00000371,
 author = {秋山, 雅代 and 服部, 容子 and HATTORI, Yoko and 新関, 幸子 and NIIZEKI, Yukiko and 横山, 聖美 and YOKOYAMA, Satomi and 前田, 朝子 and 芦名, 葵 and SUGAWARA, Kuniko and 菅原, 邦子 and AKIYAMA, Masayo and MAEDA, Asako and ASHINA, Aoi},
 issue = {1},
 journal = {天使大学紀要, Bulletin of Tenshi College},
 month = {Mar},
 note = {PDF, 本研究の目的は、反転授業のデザインを基に再構築して展開した「栄養と食事」の看護技術教育の学習効果と課題を検討することである。反転授業に基づき再構築した技術学習を全て受講し、研究の同意が得られた看護学科１年生10 名を対象にグループインタビューをオンラインで実施し、質的帰納的に分析した。オンデマンド授業後に、オンライン授業と援助計画のディスカッションを経て、食事援助演習を行うという学習方法の効果について、研究に参加した学生の語りを分析した結果、122 コードから9 サブカテゴリーと3 カテゴリーが構成された。オンデマンド授業では＜今までよりも疑問を多く感じ解決したいと思う＞ことで＜既習の知識を全部活用する必要性に気づく＞ことや、＜自分のペースで繰り返す学習で理解が深まる＞ことを実感していた。オンライン授業と対面演習では＜仲間とのやり取りで疑問を解消しながら援助を想像する＞ことや、＜授業での理解を踏まえて患者への良いケアを深く思考する＞という、自らの考えを深める様子が示された。学習途上では＜議論が深まらず疑問が残り不安になる＞様子も見られたが、教員の支援や協働的な学習を経て＜患者にとって良いと思う援助方法を試行錯誤しながら探求する＞ことに至り、＜疑問を解消するためにいつもより教員に質問をする＞ことで＜演習でのやり取りを通じて援助方法に自信が持てる＞と感じていた。反転授業では学習途上において学生が抱く不安に課題があるものの、基本知識の習得と既習知識の活用に効果を発揮し、より良い援助方法を探求する機会となっていた。「栄養と食事」の技術教育は、学生自身が日常生活を手掛かりに想起しやすい援助技術であり、反転授業の展開に適していることが考えられた。, Objective：We made a "Nutrition and Diet" nursing skills class with a flipped classroom design.
The purpose of this study is to examine the effects and challenges of class.
Methods：These are the 10 first-year nursing students who agreed to take all the Flippedclassroom classes. Group interviews were conducted online and analyzed qualitatively. This study was approved by the ethics committee of our institution.
Results：The learning effects are summarized in 9categories. On demand, students had more questions than ever and wanted to solve them.
Therefore, the students found it necessary to use all the knowledge they had already learned.
The students also realized that they could repeat the learning at their own pace, which deepened their understanding. In class, students imagine how to help patients while answering questions through interactions with their peers. Students will think deeply about good patient care based on what they understand in class. And the students seemed to deepen their own thoughts. Students are still studying, so they are worried about not being able to have in-depth discussions with their peers.With the help of teachers and collaborative learning with their peers, they are exploring ways to make things better for patients through trial and error. Students will ask more questions than usual to the faculty to clear their doubts. So, students gain confidence in how to help by interacting with their peers in class.
Conclusion：Although student anxiety is an issue for the Flipped classroom, it is effective in helping students learn the basics and use the knowledge they already have. And it is an opportunity for students to explore even better ways to help their patients. The "Nutrition and Diet" class is suitable for a Flipped Classroom because students can easily imagine it from their own daily lives.},
 pages = {29--40},
 title = {ICT を取り入れた反転授業のデザインに基づく 看護技術教育の学習効果と課題},
 volume = {22},
 year = {2022},
 yomi = {アキヤマ, マサヨ and ハットリ, ヨウコ and ニイゼキ, ユキコ and ヨコヤマ, サトミ and マエダ, アサコ and アシナ, アオイ and スガワラ, クニコ}
}