@article{oai:dmu.repo.nii.ac.jp:00002000,
 author = {遠藤, 恭子 and 米澤, 弘恵 and 石綿, 啓子 and 鈴木, 明美 and 錦織, 正子 and Kyoko, Endo and Hiroe, Yonezawa and Keiko, Ishiwata and Akemi, Suzuki and Masako, Nishigori},
 issue = {2},
 journal = {獨協医科大学看護学部紀要, Bulletin of Dokkyo Medical University School of Nursing},
 month = {Mar},
 note = {本研究は，看護学生の自己教育力と精神的健康との関係について明らかにすることを目的とした．
　A 県内の3つの看護系大学の看護学生1～4年生1,288人を対象に，平成23年5～7月に自記式質問紙調査を行った．回答者は876人（回収率68.1%）で，そのうち824人（有効回答率94.1%）を分析対象とした．調査項目は背景，自己教育力，精神的健康で，自己教育力には梶田が作成し西村らが10項目を追加した自己教育力尺度を用い，精神的健康にはGoldbergらが開発し中川らによって翻訳されたGeneral Health Questionnaire（GHQ）28項目版を用いた．分析には統計解析ソフトSPSS Ver.19. を用い，自己教育力総得点の中央値23点で高群低群の2群に分け，23点以上を高群，23点未満を低群とし，記述統計，差の検定にはMann － Whitney U 検定を行った．
　結果は，全体では男性91人（11.0%），女性733人（89.0%），平均年齢は20.0 ± 2.4 歳，高群では男性48人（10.3%），女性419人（89.7%），平均年齢は20.1±2.8歳，低群では男性43人（12.0%），女性314 人（88.0%），平均年齢は19.8±1.7歳であった．自己教育力尺度で最も得点が高かったのは全体，高群，低群ともに＜Ⅰ . 成長・発展への志向＞で，次に＜Ⅱ . 自己の対象化と統制＞，＜Ⅲ . 学習の技能と基盤＞で，最も低かったのは＜Ⅳ . 自信・プライド・安定性＞であった．総得点は，全体22.88±4.86点，高群26.31±2.71点，低群18.40±3.08点であった．GHQで最も得点が高かったのは，全体では＜身体的症状＞で，次に＜不安と不眠＞，＜社会的活動障害＞で，最も低かったのは＜うつ傾向＞であり，高群でも同様であった．低群で最も得点が高かったのは＜不安と不眠＞で，次に＜身体的症状＞，＜社会的活動障害＞で，最も低かったのは＜うつ傾向＞であった．総得点は，全体9.41±5.77点，高群8.09±1.61点，低群11.14±6.17点であった．2群間比較では，GHQ総得点と因子＜不安と不眠＞＜社会的活動障害＞＜うつ傾向＞において，自己教育力高群は低群より有意（p ＜ .05）に得点が低かった．
　以上のことから，自己教育力が高い看護学生は，精神的健康が良好であることが示唆された．, The purpose of this study was to clarify the relationship between self-education ability and mental health in nursing students. 
　A self-administered questionnaire survey was conducted of 1,288 first to fourth year nursing students at three nursing colleges in one prefecture, during the period of May‒June 2011. Of the 876 respondents (response rate 68.1 % ), 824 people were taken as the subjects for analysis (valid response rate 94.1% ). Survey items included individual attributes, self-education ability, and mental health. The instruments used were a self-education scale created by Kajita with 10 items added by Nishimura, and the 28-item General Health Questionnaire (GHQ) developed by Goldberg et al. and translated by Nakagawa. SPSS Ver. 19 for Windows statistical analysis software was used in the analysis. The subjects were divided into a high and low score group with the median score for total self-education ability, 63 points, as the cutoff . Descriptive statistics and the Mann-Whitney U-test were used for comparison.
　The subjects included 91 men (11.0% ) and 733 women (89.0% ), with a mean age of 20.0 ± 2.4 years. The high group included 48 men (88.0 % ) and 419 women (89.7 % ) with a mean age of 20.1 ± 2.8 years, and the low group had 43 men (12.0% ) and 314 women (88.0% ) with a mean age of 19.8 ± 1.7 years. The self-education ability item with the highest score was “I. Aspiration for growth and development” in all subjects, the high group, and the low group. This was followed by “II. Objectivization and control of the self,” and “III. Learning skills and foundation.” The lowest score was for“ IV. Confidence, pride, stability.” The total score was 22.88±4.86 for all subjects, 26.31±2.71 for the high group, and 18.40 ±3.08 for the low group. In all subjects, the highest score on the GHQ was for “Somatic symptoms,” followed by “Anxiety and insomnia,” and “Social dysfunction.” The lowest score was for “Depressive tendency.” This was the same in the high group. In the low group, the highest score on the GHQ was for “Anxiety and insomnia,” followed by “Somatic symptoms” and “Social dysfunction.” The lowest score was for “Depressive tendency.” The mean total score was 9.41 ± 5.77 for all subjects, 8.09 ± 1.61 for the high group, and 11.14 ± 6.17 for the low group. In a comparison between the two groups, GHQ total score and the factors of“ Anxiety and insomnia,”“ Social dysfunction,” and“ Depressive tendency” were significantly lower in the high
self-education ability group than in the low group (p<.05).
　The above suggests that nursing students with high self-education ability have good mental health.},
 pages = {35--50},
 title = {看護学生の自己教育力と精神的健康との関係},
 volume = {5},
 year = {2012}
}