{"created":"2023-05-15T10:11:42.797948+00:00","id":1298,"links":{},"metadata":{"_buckets":{"deposit":"1d389d28-7778-4f27-8d16-e70d0f6490ff"},"_deposit":{"created_by":1,"id":"1298","owners":[1],"pid":{"revision_id":0,"type":"depid","value":"1298"},"status":"published"},"_oai":{"id":"oai:meio-u.repo.nii.ac.jp:00001298","sets":["61:118"]},"author_link":["2840","2837","2839","2838"],"item_8_alternative_title_1":{"attribute_name":"その他（別言語等）のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"Effectiveness of Team-Based Learning（TBL）in“Introduction to Psychiatric Nursing”"}]},"item_8_biblio_info_22":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueNumber":"23","bibliographicPageEnd":"44","bibliographicPageStart":"33","bibliographic_titles":[{}]}]},"item_8_description_8":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"著者らは先の報告でチーム基盤型学習（team-based learning：以下TBLとする）が学生の学習意欲や主体性を育成する上で効果的であることを指摘した（平上ら，2012）。本稿では，精神看護概論に導入したチーム基盤型学習（TBL）技法を活用した授業の効果について検討することを目的にしている。TBLにおける個人テスト（IRAT）とグループテスト（GRAT）の得点の比較，および学生が記述した，毎回提出するミニミニレポートのうち，当該授業分について検討した。今回のTBLの問題数は12問（１問１点）であり，その平均点は，IRAT・GRATそれぞれ8.5点，10.4点で，チーム得点が個人得点より高かった学生は96.3％であった。ミニミニレポート内容は，著者らの作成した，TBLによる知識の獲得，責任性，コミュニケーション能力，能動性，判断力，満足感，参画（協同）力などを含むTBL評価の10項目（５段階リッカートで回答）と自由記述であった。10項目について単純集計の結果，全項目で非常にそう思う・そう思うが94％以上であった。自由記述は質的帰納的に分析した結果，193コード，25サブカテゴリーから，【チームによる協同学習効果】，【能動的個人学習行動の契機】，【TBLならではの効果的仕組み】【自分の知識・理解度の確認】，【頭に入りやすい授業】，【既習知識の強化】の６カテゴリーが抽出された。学生は協同学習（安永，2010a/b）の有用性を体得し，学習過程に楽しさや悔しさなどの感情を伴うことで授業に深く参画し，自己の学習課題の明確化や，責任や判断力を伴う能動的参加などから学生が手応えを得ており，評価項目の結果と合わせて，IRAT・GRATを中心にした短期のTBL技法の活用でも，学習効果が享受されることが示唆された。","subitem_description_type":"Other"},{"subitem_description":"The purpose of this study is to examine the effectiveness of the team-based learning (TBL) which we introduced in the “Introduction to Psychiatric Nursing” class. We compared the IRAT (Individual Readiness Assurance Test)  and GRAT (Group Readiness Assurance Test) scores and examined students’ short reports submitted at each class meeting. There were 12 TBL questions  (1 point for each question)， and the responses were evaluated on a 5-level Likert scale. The average IRAT score was 8.5 points and GRAT was 10.4 points, and 96.3% students had higher scores in GRAT than in IRAT. The content of short reports were created by this paper's authors and included 10 TBL evaluation such as (1) acquisition of knowledge through TBL, (2) responsibility, (3) communication skills,(4) activeness, (5) decision-making, (6) satisfaction,(7) participation, and others, in addition to a free response section. As a result of simple tabulation,more than 94% of respondents were either“very agreeable” or “agreeable” with 10 criteria. 193 free responses were analyzed qualitatively and inductively, and 25 subcategories and 6 categories were extracted: (1) effectiveness of team-based cooperative learning, (2) opportunities to learn actively, (3) effective features of TBL structure, (4) confirmation of the level of their own knowledge and comprehension, (5) learning easily, and (6) reinforcement of previously acquired knowledge. The results show that students learned the usefulness of cooperative learning (Yasunaga, 2010). The enjoyment and frustration felt in the class made the students feel more deeply involved. Students also responded positively to clarification of their own objectives and to active participation that required responsibilities and decision-making. Moreover, the results suggest that even a short-term-TBL with IRAT and GRAT can be extremely efficacious for Nursing students.","subitem_description_type":"Other"}]},"item_8_description_9":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_8_publisher_10":{"attribute_name":"公開者・出版者","attribute_value_mlt":[{"subitem_publisher":"名桜大学総合研究所"}]},"item_8_rights_12":{"attribute_name":"権利","attribute_value_mlt":[{"subitem_rights":"名桜大学総合研究所"}]},"item_8_source_id_6":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1881-5243","subitem_source_identifier_type":"ISSN"}]},"item_8_text_15":{"attribute_name":"タイプ","attribute_value_mlt":[{"subitem_text_value":"紀要論文"}]},"item_8_text_16":{"attribute_name":"NIIタイプ","attribute_value_mlt":[{"subitem_text_value":"Departmental Bulletin Paper"}]},"item_8_text_17":{"attribute_name":"DCMI","attribute_value_mlt":[{"subitem_text_value":"text"}]},"item_8_text_18":{"attribute_name":"収録種別","attribute_value_mlt":[{"subitem_text_value":"紀要論文"}]},"item_8_text_19":{"attribute_name":"収録種別","attribute_value_mlt":[{"subitem_text_value":"02"}]},"item_8_text_20":{"attribute_name":"収録雑誌名","attribute_value_mlt":[{"subitem_text_value":"名桜大学総合研究"}]},"item_8_text_21":{"attribute_name":"NII書誌ID","attribute_value_mlt":[{"subitem_text_value":"AA11740208"}]},"item_8_text_25":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_text_value":"名桜大学健康学部"},{"subitem_text_value":"Faculty of Human Health Sciences, Meio University"}]},"item_8_text_4":{"attribute_name":"別言語の著者","attribute_value_mlt":[{"subitem_text_value":"Hirakami, Kumiko"},{"subitem_text_value":"Suzuki, Keiko"},{"subitem_text_value":"Irei, Masaru"},{"subitem_text_value":"Kito, Kazuko"}]},"item_8_text_5":{"attribute_name":"作成日","attribute_value_mlt":[{"subitem_text_value":"2014-03"}]},"item_8_version_type_24":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"平上, 久美子"}],"nameIdentifiers":[{"nameIdentifier":"2837","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"鈴木, 啓子"}],"nameIdentifiers":[{"nameIdentifier":"2838","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"伊礼, 優"}],"nameIdentifiers":[{"nameIdentifier":"2839","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"鬼頭, 和子"}],"nameIdentifiers":[{"nameIdentifier":"2840","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2020-12-03"}],"displaytype":"detail","filename":"No23p33.pdf","filesize":[{"value":"1.6 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"No23p33.pdf","url":"https://meio-u.repo.nii.ac.jp/record/1298/files/No23p33.pdf"},"version_id":"fcb05b68-a442-449b-aa61-f837d4f36277"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"チーム基盤型学習 （team-based learning，TBL","subitem_subject_scheme":"Other"},{"subitem_subject":"精神看護学","subitem_subject_scheme":"Other"},{"subitem_subject":"協同学習","subitem_subject_scheme":"Other"},{"subitem_subject":"team-based learning (TBL)","subitem_subject_scheme":"Other"},{"subitem_subject":"Psychiatric Nursing","subitem_subject_scheme":"Other"},{"subitem_subject":"cooperative learning, IRAT, GRAT","subitem_subject_scheme":"Other"},{"subitem_subject":"学習効果","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"精神看護概論にチーム基盤型学習 （TBL） 技法を活用した学習の効果と課題","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"精神看護概論にチーム基盤型学習 （TBL） 技法を活用した学習の効果と課題"}]},"item_type_id":"8","owner":"1","path":["118"],"pubdate":{"attribute_name":"公開日","attribute_value":"2014-12-02"},"publish_date":"2014-12-02","publish_status":"0","recid":"1298","relation_version_is_last":true,"title":["精神看護概論にチーム基盤型学習 （TBL） 技法を活用した学習の効果と課題"],"weko_creator_id":"1","weko_shared_id":1},"updated":"2023-05-15T10:29:31.978662+00:00"}