研究報告 看護師の学習スタイルと批判的思考態度の特徴および関連性 A Study on Learning Style and Critical Thinking Disposition of Nurses Characteristics and Relationship between Learning Style and Critical Thinking Disposition 真継和子 1), 池西悦子 2), 山下哲平 2), 田村由美 3) Kazuko Matsugi 1),Etsuko Ikenishi 2),Teppei Yamashita 2),Yumi Tamura 3) キーワード : 学習スタイル, 批判的思考態度, 看護師 Key Words : learning style, critical thinking disposition, nurses 抄録 [] [] 225 [] 500 500 [ ] Abstract Objective: This study aimed to define the relation between the learning style of nurses and their critical thinking dispositions (CTDs). Methods: A survey based on self-administered questionnaires was conducted on nurses in the Kinki area. The questionnaires featured items on personality, Learning Style Inventory, and CTDs. Data obtained from 225 subjects were statistically analyzed. Results: Most of the surveyed participants were divergers (diverging style). CTDs included thinking over carefully inquiring mind objectivity and awareness of logical thinking. The total scores for awareness of logical thinking and objectivity were significantly higher in the executives than in the staff nurses. The total scores for inquiring mind and 1) 大阪医科大学看護学部,2) 滋慶医療科学大学院大学,3) 日本赤十字看護大学 43
evidence-based mind were significantly higher in the nurses working in hospitals with <500 beds than in the nurses working in hospitals with >500 beds. We also focused on the relations between the CTDs and diverging style and between the CTDs and well-balanced style, and we found that there is little difference between the two. Conclusion: The study results suggest that the diverging style of subjects reflects on their nursing profession, their job status, and the size of the organization they belong to. Ⅰ. はじめに 2011 2014 2015 Gibbs Gibbs, 1988 2012 Alfalo-Lefevre, 1995/1996 2005 30 Ⅱ. 研究目的 44
表 1 4 収束型 converging style 拡散型 diverging style 同化型 assimilating style 適応型 accommodating style Ⅲ. 用語の定義 1. 学習スタイル converging style diverging style assimilating style accommodating stylekolb, 1984 表 1 2. 批判的思考態度 2004 Ⅳ. 研究方法 1. 対象者 2. 調査方法 49 33 54 3 215 50 145 3. 調査期間 2015 6 1 9 31 4. 調査手順 1 5. 分析方法 IBM SPSS Statistics Version 20.0 5% 45
4CE: concrete experience, RO: reflective observation, AC: abstract conceptualization, AE: active experimentation AC-CE AE-RO 4 図 1 49 4 2004 2 t Turkey 6. 倫理的配慮 経験する CE: concrete perience 調節型 拡散型 AE: active experimentation 行動する RO: reflective observation 内省する 収束型 同化型 AC: abstract conceptualization 思考する 図 1 46
Ⅴ. 結果 283 70.8 225 79.5 1. 対象者の背景 表 230 149 66.2% 0357.8 6.97 32 14.2% 193 85.8% 500 3616.0%500 18684.0% 14464.0% 8136.0% 2. 学習スタイル 図 2 4 90.7% 49 24 10.7%8 10 3. 批判的思考態度尺度 0.888 表 3 表 4 53 142 98.1 16.97 4 18 61 36.2 6.71 10 5030.8 8.20 13 32 22.3 3.80 3 158.9 2.40 表 2 n=225 カテゴリー 人数 % 30 31 40 41 50 51 3 3 5 5 10 10 15 15 500 500 149 50 17 9 46 48 64 38 29 32 193 36 189 144 81 66.2 22.2 7.6 4.0 20.4 21.3 28.4 16.9 12.9 14.2 85.8 16.0 84.0 64.0 36.0 47
図 2 表 3 n=225 下位尺度平均値標準偏差 36.2 30.8 22.3 8.9 98.2 6.71 8.20 3.80 2.36 17.10 4 0.4 24 4 128.59%2 12.80%37.81%46.58% 55.78 17 210 7 3 4 表 5 Cronbach s 0.85 0.75 0.69 表 6 2 40.3 8.06 35.5 6.22 p=0.002 23.9 4.05 22.1 3.71 p=0.009 500 500 2 50036.1 8.67 50029.8 7.73500 p 0.001 50010.3 2.085008.6 2.32500 p 0.001 500 48
49 表 4 n=255 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 2.44 2.45 2.67 2.84 2.81 2.66 2.83 2.90 2.80 3.22 3.14 2.75 2.68 1.07 1.12 0.96 1.11 1.06 1.00 1.18 1.07 1.10 1.09 1.04 1.10 0.9114 15 16 17 18 19 20 21 22 23 3.37 3.46 2.72 3.18 3.04 3.12 2.94 3.04 2.92 2.96 1.23 1.13 1.33 1.18 1.27 1.27 1.17 1.04 1.12 1.3024 25 26 27 28 29 30 3.29 3.49 3.43 2.84 2.79 3.34 3.16 0.98 0.88 0.95 1.15 1.17 1.05 1.1131 32 33 2.71 3.32 2.86 1.19 0.94 1.22 98.16 17.10 2.98
-.190 倫理的思72017 3 表 5 12 28 31 考23 7 熟.802.788.762.759.704 -.080 -.048 -.010.111.002.034.082.087 -.008.158.056.162 -.016 -.002.090 25.578 -.251.053.086 18.517.371 -.078 求21 22 17 19 心14 -.135 探 -.111 -.231 -.148.087.270.825.764.721.663.597 -.009 -.058.188.067 -.023.071.238 -.058.075.039 16.336.573 -.222.036 20.291.538.048 観24 4 26 性32 -.018 客.305 -.293 -.034.164 -.211 -.214.210.132.869.699.669.640 -.003.298 -.076 -.163 15 -.041.438.530 11 9 2 考5.190.067.161.101 -.093.311.143 -.137 -.126.099.033 -.226.657.613.613.609 6 -.203.405.032.569 28.59 12.80 7.81 6.58 55.78.50 -.10.18.16.08 -.06 50
31 31 40 41 50 51 3 3 5 5 10 10 15 15 500 500 表 6 35.8 6.48 36.5 6.41 37.6 7.50 38.6 10.26 35.6 6.10 35.0 6.59 36.5 6.52 37.1 7.25 37.3 7.55 40.3 8.06 p=0.002 35.5 6.22 36.4 8.70 36.2 6.29 36.3 6.89 36.1 6.42 30.1 8.13 32.5 8.49 31.7 9.00 30.7 8.20 31.3 8.69 28.8 7.74 30.6 7.63 32.3 8.95 31.5 8.29 32.9 8.68 30.4 8.09 36.1 8.67 p 0.001 29.8 7.73 30.4 7.81 31.4 8.88 22.2 3.86 22.4 3.82 23.2 3.30 22.9 3.80 22.1 3.56 21.8 3.69 22.4 4.01 22.9 4.17 22.6 3.47 23.9 4.05 p=0.009 22.1 3.71 23.2 3.77 22.2 3.80 22.2 3.96 22.5 3.52 8.7 2.27 9.0 2.60 9.5 1.91 8.9 2.36 8.5 2.17 8.5 2.19 9.2 2.37 9.1 2.56 9.2 2.59 9.4 2.48 8.8 2.33 10.3 2.08 p 0.001 8.6 2.32 9.0 2.33 8.7 2.41 Turkey 1500 2 4. 学習スタイルと批判的思考態度の関連 2 4 p=0.004 p=0.05 p=0.026 Ⅵ. 考察 1. 学習スタイルと批判的思考態度の特徴 diverging style Kolb, 1984 2014 Kolb 20013 4 2 4 51
52 Kolb, 1984 PBL 4 1 2015 2. おかれた環境による批判的思考態度への影響 2016 2013 500 500 500 500 2016 114.2 12.74 98.1 16.9720 2006 2015 reflection 2011
2016 2015 3. 学習スタイルと批判的思考態度の関連 4 8 10 4. 教育方法への示唆 2005 2015 Kolb, 2001 Ⅶ. 結論 4 500 500 500 Ⅷ. 研究の限界 謝辞 利益相反 H26 28 C ICT 26463266 引用文献 Alfaro-Lefevre R 1995 1996 2005 2 1197-212 Gibbs G (1988) : Learning by Doing: A Guided to teaching and learning Method. Oxford Further Education Unit, Oxford. 53
2004 52 186-198 2007 23 105-126 2012 22 289 20143 pp55-81 2016 26 178 2015 24 27-12 Kolb DA (1984) : Experiential Learning: Experience as the Source of Learning and Development, New Jersey, Prentice Hall. Kolb DA, Boyatzis Re, Mainemelis C (2001) : Experiential learning theory: Previous research and new directions. In R.J. Sternberg and L-F. Zhang (eds.) Perspectives on Thinking, Learning and Cognitive Style. Mahwah, New Jersey: Lawrence Erlbaum 2015 1 45 198-201 2005 6 2005 8 24 2011 2015 20 133-38 2016 26 111-33 2012 35 179-88 2013 4 2014 10 143-47 Richard LF, Shirley AR (1997) : Learning Style of Political Science Students. Political Science & Politics, 30(4), 732-737 2006PBL 8 69-74 2016 64 288-92 54