原著 KEY WORDS Experiences Graduate students Master thesis Ⅰ. 緒言 Accepted :... VOL. No..
10 11 9 12 2 2 2 Ⅱ. 研究目的 Ⅲ. 用語の定義 1. 経験 (experience) 13 14 2. 修士論文作成過程 (master's thesis conducting process) Ⅳ. 研究方法 15 2 1617 18 1. 研究対象 2 3 2. データ収集 1 1997 6 9 16 2014 6 10 420 3. データ分析 4. 倫理的配慮 1920 1 1 2 3 4 5 6 7 8 9 44
2 2 2 2 182122 2 2 2 2 16 2 16 2 5. 信用性の確保 4 23 Ⅴ. 結果 1. 対象者の特性 5 20 26 52 39.9 1424 2 43 14 4 11 2 21 7 2. 大学院看護学研究科に在籍する学生の修士論文作成過程の経験 2 392 251 12620 20 20 1. 修了要件充足に向けた授業履修と論文完成に向けた個別指導受理 2. 論文完成に向けた文献検索と閲読の反復 3. 論文完成に向けた計画立案と実行 4. 審査通過難航と難航予測に反する通過円滑 45
5. 緊張を伴う論文発表と発表への問題指摘受理 6. 計画遵守難航予測による難航回避に向けた周到な準備 7. 計画遵守不可による計画変更と進行遅延による遅延の挽回 8. 研究進行に向けた懸命努力と計画の曖昧さによる研究進行難航 9. 阻害要因発生による計画進行停滞と阻害要因排除に向けた工夫 10. 倫理規範遵守による研究進行と進行優先による倫理規範侵犯 11. 独力での問題解決不可による指導要請と獲得 12. 指導機会喪失による論文完成過程停滞と停滞打破に向けた不本意な指導受け入れ 13. 指導過剰への抵抗と指導過剰からの脱却 46
14. 指導実現不可による指導の無視と指導撤回に向けた教員との議論 15. 指導の適切さ確信による教員への信頼と確信不可による教員への疑念 16. 独断での異なる指導者探索と報告是非への戸惑い 17. 教員評価に伴う論文完成懸念と確信生起の反復 18. 論文完成への達成感と不全感の感知 19. 学生間の支援授受 20. 論文完成過程進行による研究と看護への理解深化 Ⅵ. 考察 20 2 20 11 123 456717181920 47
20 9 891011121314 15169 3 1. 研究上の倫理規範に抵触する経験 10 24 25 25 26 27 2. 修士論文作成過程上の問題に直面する経験 3 8 9 11 89 9 11 9 3. 指導教員との相互行為に関わる経験 5 12 13 14 15 16 1213141516 48
28 20 9 9 3 Ⅶ. 結論 1 20 2 20 11 9 3 93 4 謝辞 引用文献 126 196-199 2015 2 8 11-13 1999. 3 27 155 182-183 2015 4 28 1101-107 2005. 5 5 4208-216 2003 6 22 WG 22 2010. Retrieved from http://www.mext.go.jp/b_menu/shingi/chousa/koutou/40/ siryo/ icsfiles/afieldfile/2010/09/08/1296930_05.pdf 2015 6 10 73 252 277 833289 9 Jonathan Drennan and Marie Clarke: Coursework master s programmes: the student s experience of research and research supervision, Studies in Higher Education, 34 5, 483-500, 2009. 49
10 20 29 59-72 2003. 11 14 157-61 2008. 12 Fay L. Bower and Mae E. Timmons: A survey of a ways master s level nursing students learn the research process, Journal of Nursing Education, 38 3, 128-132, 1999. 13245 1988 14 391 1997 15 2 132-200 2007 16 Polit, D. F., Beck, C. T.; 2 268 2010 172 214-216 2009. 18 Tracy Long-Sutehall, Magi Sque and Julia Addington-Hall: Secondary analysis of qualitative data: a valuable method for exploring sensitive issues with an elusive population?, Journal of Research in Nursing, 16 4, 335-344, 2010. 19 6 11997. 20 23 12014. 21 Sally Thorne: Ethical and Representational Issues in Qualitative Secondary Analysis, Qualitative health Research, 8 4, 547-555, 1998. 2217217. 2315144 24 1982 1992 10A 20 35-39 1994 2516342 26 11 2015 Retrieved from https://www.jsps.go.jp/j-kousei/data/rinri.pdf 2015 6 10 27 29 838 1983 28 King, I.M. 180-181 1985 50
EXPERIENCES OF GRADUATE NURSING STUDENTS IN THE PROCESS OF CONDUCTING MASTER S THESIS Etsuko Kanaya, Naomi Funashima, Michiyo Mochizuki : Doctoral Program student, Graduate School of Nursing, Chiba University : Graduate School of Nursing, Chiba University KEY WORDS : Experiences, Graduate students, Master thesis The purpose of this study was to conceptualize the experiences and clarify the features of graduate nursing students who were in the process of conducting master s thesis. The Methodology for Conceptualization of Nursing was adopted. Data were collected through semi-structured interviews with nurses who had graduated from master s programs. Based on the results of the interviews, concepts that represented the experiences of graduate nursing students in the process of writing a master s thesis emerged, including the following: a) Finishing a course to fulfill requirements and receiving individual advice for completing their master s thesis; b) Repeatedly searching for and reading the literature necessary for completing their master s thesis; c) Making progress while obeying research ethics, but violating research ethics when placing a higher priority on progress; d) Resistance to and avoidance of excessive advising; e) Disregarding advice from an adviser due to its perceived unachievability, and discussing this with the adviser; f ) Receiving support from and providing support to other graduate students; g) Feeling nervous while giving presentations and consequently receiving advice from faculty; h) Gaining a deeper understanding of nursing and related research through making progress towards the completion of their master s thesis; and i) Perceiving a sense of both accomplishment and discomfort in completing their master s thesis. From the result of comparison with an original research, new concepts were focused on. These concepts were classified into three different categories according to their characteristics. i)experience of conflict of normative ethics. ii)experience confronting with problem over the process of master s thesis conducting. iii)experience involving interactions with faculty. VOL. No..