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1 Vol ピア エデュケーションによる栄養学科学生の栄養教育の実践 Nutrition Education by College Students of Nutrition Science through the Peer Education System 百々瀬いづみ IzumiMOMOSE 山部秀子 Shuko YAMABE A ºpeer education" system has been implemented at training institutions for national registered dietitians, where fourthyear college students of nutrition science assume the role of instructors, providing nutrition education to firstyear students. Consequently, positive impressions among firstyear students have been confirmed, such as the ability to envision themselves three years later, or further along their careers, as national registered dietitians. For fourthyear students, this has provided valuable experience in practical nutrition education before entering the workforce, and allowed numerous learning opportunities through insight into the other students' nutrition education methods. For these reasons, we can confirm that nutrition education through ºpeer education" is an effective education program for students of both years. However, as a significant difference in the scoring between evaluation by others and selfevaluation has been identified, it has been suggested that education should also aim for the improvement of skills that can be objectively evaluated. Key words : Peer education Nutrition education National registered dietitian College students of nutrition science

2 Ⅰ. はじめに Ⅱ. 目的 Peer Support 1 PeerSupport Peer Education 2 5 6) WHO Ⅲ. 方法

3 9 Vol 表 1.2 科目の授業内容とその関連

4 百々瀬いづみ 他 ピア エデュケーションによる栄養学科学生の栄養教育の実践 写真1 食事記録の実際 1食分 対象者への態度 自己紹介など3項目 非言語 的コミュニケーション 視線を合わせながら話す 2 4年生による自己評価 他者評価得点 など4項目 カウンセリングスキル 傾聴する 4年生自身の自己評価およびペアの教育者であ など5項目 栄養教育スキル 教育教材など5 る4年生の観察者役となった際の他者評価の得点 項目 に関する17項目の独自の設問による評価票 結果は 表2のとおりである に回答は4つの選択肢を用意し よくできた 自己評価が1人目 2人目ともに高かったのは 3点 できた 2点 できなかった 1点 行 自己紹介をする 視線を合わせて話をする わなかった 0点とした などの順であった ほとんどの項目において 1 7 結果の解析は エクセル統計Statcel を使用 人目の時よりも2人目の時の方が自己評価得点の し 2群の比較には関連2群のt検定を用いた 平均点が高く 中でも 表情豊かに話をする 身 有意水準は 危険率5 未満とした 振り手振りを入れながら話をする などの6項目 は 1人目の評価得点に比べて2人目の評価得点 が有意に高くなった 最も自己評価得点が低かっ Ⅳ 結果 たのは 対象者に名前でよびかけること であっ 1 1年生の感想等 た 表2 個別栄養教育終了後 教育対象者である1年生 自己評価の結果と他者評価の結果を照らし合わ は 教育者4年生に対し75名 87.2 の者が 自 せてみると 全ての項目において自己評価得点の 分の気持ちや行動を上手く伝えることが出来た 平均よりも他者評価得点の平均の方が高く 座 と回答した あまり上手く出来なかった 者 11 る姿勢や位置に気をつけることができた を除く 時間が短かっ 名1 の理由は 緊張した 16項目全てにおいて 自己評価得点に比べて他者 た ことが多かったが 4年生が一方的に話し 評価得点が有意に高い結果であった 表2 聞くだけだったため も1名いた 3 1 4年生の自由記載からの評価 50

5 Vol 表 年生による自己評価および他者評価の得点 N76 N p0.05p0.01 表 -1. 自由記載による 年生の自己評価および 1 年生からの評価 N5 N N= N=

6 16 6. 表 -2. 自由記載による 年生の自己評価 ) Ⅴ. 考察 52

7 8 9.2Vol 表 -. 自由記載による 1 年生から 年生への評価

8

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