@article{oai:aulib.repo.nii.ac.jp:00000986,
 author = {吉澤, 裕子 and 山口, さつき and 山田, 直行 and Yoshizawa, Hiroko},
 journal = {旭川大学保健福祉学部研究紀要, The journal of Faculty of Health and Welfare Science, Asahikawa University},
 month = {Mar},
 note = {本研究の目的は，看護学生の志望動機，看護師イメージおよびキャリアコミットメントについて，学年による特性を明らかにすることであった。看護系大学の１～４年生２３０名を対象に質問紙調査を実施した。その結果，学生は，看護職にあこがれそれを将来の職業につなげるという目的意識をもって入学していることが明らかとなった。入学当初は家族の要因が志望変化に大きく影響するものの，学年が進み臨地実習の経験が増えてくると，家族よりも実習環境の要因が大きく影響していた。看護師イメージとして，「職業的自律」「興味関心」「情緒的魅力」の３因子を抽出した。看護師イメージの学年間比較では，「興味関心」「情緒的魅力」において１年生の得点が３年生よりも有意に高く，看護の学びを深めることにより，現実的な厳しさや難しさを感じていることが明らかになった。さらに，キャリアコミットメントの学年間比較では，「情緒的要素」「計算的要素」「規範的要素」のいずれの組み合わせにも有意差はなかった。４年生は他の学年より臨地実習の経験があるにも関わらず，量的な差がなかったのは，自分の経験の中で看護をどう認知しているかによると考えられる。今後，質的な検討も含めてさらに調査を進める必要がある。その上で，看護基礎教育において，学年の特性を考慮した支援方法の工夫が求められると言える。, The objective of the present study was to clarify the characteristics of nursing students by their academic year in terms of their motivations, image of nurses, and career commitment. We conducted a questionnaire survey on 230 nursing university students from the first to fourth academic years. The result showed that students entered the university with a sense of purpose that their admiration of nurses leads to the future occupation. Although family-related factors had a strong influence on changes in students' wishes at the start of the school, as their academic year advanced, students had more experience in clinical training, and factors associated　with the training environment became more influential. As an image of nurses, we extracted three factors: “occupational autonomy,” “interest,” and “emotional  appeal.” When their image of nurses was compared based on the academic year, the score of the first year was significantly higher than the third year for “interest” and “emotional appeal.” As they learn more about nursing, they experience real hardship and difficulties. In addition, we compared the career commitment of nursing students based on their academic year. There was no significant difference in any combination of “emotional elements,” “computational elements,” and “normative elements.” The fourth-year students had more experience with clinical training, yet they did not present a quantitative difference. This was probably dependent on how students acknowledged nursing within their own experience. In the future, further study is necessary including qualitative examination. In basic nursing education, devising support methods that consider characteristics of each academic year consider the characteristics of each academic year are desired.},
 pages = {5--13},
 title = {看護学生の学年別看護師イメージとキャリアコミットメントの変化},
 volume = {13},
 year = {2021},
 yomi = {ヨシザワ, ヒロコ and ヤマグチ, サツキ and ヤマダ, ナオユキ}
}