認知科学
Online ISSN : 1881-5995
Print ISSN : 1341-7924
ISSN-L : 1341-7924
研究論文
看護学生の臨地実習体験の語りに表出されるアイデンティティの変化と参加のプロセス
亀井 美弥子
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ジャーナル フリー

2017 年 24 巻 2 号 p. 196-212

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 Problems in the learning and identity development of nursing staff have been effectively captured by the theory of participation in communities of practice proposed by Lave and Wenger (1991). However, the changes in the identity of each nursing learner who lives multiple social contexts, and the process by which other non-nursing social contexts influence their identity have not been studied. In this study, interviews were conducted with 2 nursing students, 5 times a year during their clinical training. The changes in the identity of nursing students were examined by the positioning analysis (Davies & Harr´e, 1990; Harr´e & van Langenhove, 1999), where identity is regarded as the positioning of the self that is shown in an interview. Findings revealed that one student had changed her position as a member of a marginal group in the nursing school to a member of the group of nursing apprentices during clinical practice. Another student had positioned himself as a member of the nursing community since the beginning. However, there was a conflict in the positioning of nurse and student during clinical practice. Two changes were thought to be related to their current and past social contexts, namely their history of participation in communities of practice. Finally, with reference to the ethics of care in education, the relationship between the education and understanding of the learner’s history are discussed.

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