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第05巻(2010) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/6622

Title: コミュニケーションが苦手な看護学生の対人関係の特性から教育的支援を考える
Other Titles: Educational Support for Student Nurses with Weak Communication Skills Based on the Characteristics of Interpersonal Relationships.
Authors: 酒井, 美子
Sakai, Yoshiko
Keywords: 看護学生
nursing students
interpersonal relationships
sense of aversion
educational support
Issue Date: Mar-2010
Publisher: 群馬県立県民健康科学大学
Citation: 群馬県立県民健康科学大学紀要 5,103-114,2010
Abstract: 目的:コミュニケーションを苦手とする学生の対人関係の特性を明らかにし,教育的支援についての示唆を得る.方法:コミュニケーションが苦手と自覚している看護学生11名を対象に,対人関係に関する内容を半構造化面接にてインタビューを行い,M-GTAに基づき内容を分析した.結果:学生は,これまでのネガティブな[過去の体験]より,〈劣等感〉や〈コミュニケーションの苦手意識〉による[自己に対する否定感]と,人への警戒心といった〈他者へのマイナス意識〉による[過剰な他者への意識]の2つの感情を抱いていた.これらの感情は,〈消極的な対人関係〉行動と不健康な防衛反応である〈偽りの言動〉を生じさせ,自分の理想と現実の狭間で[あるべき自分との葛藤]を抱く.さらにそれは,[他者へのマイナス意識]と[自分に対する否定感」を過剰にして【対人関係における苦手意識】を形成していた.結論:対人関係を苦手とする学生の教育においては,学生が自分の対人関係の特性を自覚することを促し,自己受容を進められる関わりが重要となる.
Objectives : To develop novel methods for educational support by clarifying the attributes governing interpersonal relationships in nursing students with an aversion to communication. Methods : Subjects were 11 nursing students with a self-acknowledged aversion to communication who participated in semi-structured interviews regarding their interpersonal relationships. The interview contents were analyzed based on the modified grounded theory approach (M-GTA). Results : Based on the results, we proposed a hypothetical "sense of aversion to interpersonal communication model" derived from 15 concepts, 6 categories and 2 core categories. According to this model, the feelings of "self-denial" and "over-awareness of others" based on past experience led to "conflicts with one's ideal self" and created an "aversion to interpersonal relationships." Conclusions : When educating students with poor interpersonal relationships, it is necessary to promote awareness of the interpersonal characteristics of students, moderately increased self-esteem, and promoting self-acceptance through psychological education.
Description: 報告
URI: http://hdl.handle.net/10087/6622
ISSN: 1881-0691
Appears in Collections:第05巻(2010)

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