加藤 治実

Objectives: Extant studies report that self-regulated learning affects academic achievement and performance. Therefore, this study aimed to prepare a draft of a self-regulated learning scale to evaluate nursing skills learning based on the cyclical phase model, and to determine its content validity. Methods: Nine nursing students were interviewed to create an item pool. Next, focus group interviews were held with 6 nursing faculty members and 10 nursing students to refine the item pool and complete the drafting of scale items. Scores on the item-level content validity index (I-CVI) were obtained using a questionnaire survey of 11 nursing faculty members. Subsequently, an expert meeting was held to discuss the results. This study was approved by our university’s Research Ethics Review Committee. Results: From the initial 175-item pool, 216 draft items were selected. Of these, 134 items had I-CVI values of 0.78 or higher. After further evaluation in the expert panel meeting, the validity of 141 items (23 in the forethought phase, 99 in the performance phase, and 19 in the self-reflection phase) was finally confirmed. Conclusions: A draft of a self-regulated learning scale for nursing skills was created for nursing students, and the validity of its 141 items was confirmed.

Nursing students receiving their basic education are required to acquire fundamental nursing skills through selftraining.As a method of enhancing the effectiveness of self-training, we have used videos recorded by students to reflect on their skills and xchange opinions. For this research, we used Frame.io, a type of video collaboration platform (VCP) for video producers, to share self-training videos of bed-making recorded on smartphones by 101 students', and exchange their opinions. To evaluate the usability and effects of the VCP, the students were asked to complete an online questionnaire on the frequency of use, purpose of use, operability, and effects on reflection. Responses were received from 88 students (response rate: 85.4%) who used the VCP. The questionnaire data revealed that the students used the VCP to review parts of their videos (62.5%) or whole videos (58.0%) and referred to comments from others (36.4%). Due to lack of Japanese language support in the software, 85.2% of participants experienced difficulty using the VCP. The perceived effects of the VCP on reflection depended on whether the students found it effective or not. Those who thought VCP was effective used it frequently, compared their own videos with those of others, and gave advice to others in comments. Future issues regarding the use of this VCP include the need for multilingual support, motivation of students, enhancement of educational functions, and objective verification of educational effects. 基礎教育レベルの看護技術教育において, 学生は技術の修得を目的とした自己練習を行う. これまで我々は, その効果を高めるための一手法として, 学生が自ら撮影した映像を用いて自己練習を振り返るとともに, 学生間の意見交換を促す手法を試みてきた. 今回, この映像を用いた自己練習に, 映像制作者向けWeb サービスのvideo collaboration platform(VCP) の一種であるFrame.io を導入し, 101 名の学生がスマートフォンで撮影したベッドメイキングの自己練習映像を共有して意見交換を行った. 使用したVCP に対する使用感評価と, VCP の使用が学生の振り返りに及ぼす効果を, 使用者である学生から, 使用頻度・使用目的・操作性・振り返りに及ぼす効果等に関する質問紙調査により得た. 回答者88名(回答率85.4％) のうち, 全員がVCP を使用し, 62.5％が自らの映像の一部分, 58.0％が同映像の全体を見直し, 36.4％が他者からのコメントを参照していた. 操作性は, 85.2％が日本語非対応等を理由としてVCP の初回使用時に分かりにくさを感じていた. VCP の使用が振り返りに及ぼす効果は, 有効とする者と有効でないとする者に二分され, 有効であるとする者はVCP の使用頻度が高く, 自他の映像を比較し, 他者にアドバイスを含むコメントを行っていた. VCP 導入における今後の課題は, 多言語対応・学生への動機づけ・教育向け機能の充実・教育的効果の客観的検証と考えられた.