2022 Volume 32 Issue 2-2 Pages 97-110
〔Aims〕This study aims to verify whether a class improvement program enables nursing teachers to think about class design and enhance their teaching activities.
〔Methods〕Action research was conducted with 21 nursing teachers at vocational schools of nursing. A qualitative analysis was carried out using what they said during the program, and feedback from job sheet after the program were used to clarify the nursing teachers’ learning from the program. Additionally, we conducted a survey using a class design thinking evaluation scale and the General Self-Efficacy Scale（GSES）before, during, and after the program.
〔Results〕19 learning categories were revealed by the qualitative analysis. Unit 1 included 〔biased student perspective〕 and 5 other categories. Unit 2 included 〔secrets of teaching strategies〕 and 4 other categories. Unit 3 included 〔views on learning strategies〕 and 3 other categories and Unit 4 included 〔rediscovery of learning methods〕 and 3 other categories. In the comparison of both the class design thinking evaluation scale and the GSES, the scores were higher after the program than before.
〔Conclusions〕The results suggest that participating in the class improvement program would foster new perspectives and ideas about students among nursing teachers, improve their self-efficacy in teaching activities, and facilitate reflection.
