@article{oai:oka-pu.repo.nii.ac.jp:00002286,
 author = {二宮, 一枝 and Ninomiya, Kazue},
 issue = {1},
 journal = {岡山県立大学教育研究紀要, Bulletin of Higher Education and Liberal Arts and Sciences Research, Okayama Prefectural University},
 month = {Mar},
 note = {大学院保健師教育課程における公衆衛生看護診断論及び同演習として認知症カフェプログラムを開発し、状況的学習（SL）を用いて、地域包括支援センター3職種と保健師経験を有する教員が共催する認知症カフェという実践共同体での学修を、5回分の既存資料と院生の記録から検討した。結果、保健師教育における卒業時到達度及びミニマム・リクワイアメンツ（MR）から、アセスメント力と当事者グループ支援能力の修得を確認できた。また、SLにおける正統的周辺参加から、その都度生起する役割を通じて知識の再構成やアイデンティティ等を含む成員性を身につけていくプロセスが明らかになった。認知症カフェプログラムは、カリキュラムとして妥当であり、次年度以降の屋根瓦方式教育の可能性が示唆された。, During public health nursing assessment and a related seminar in the postgraduate public health nursing education course, a dementia café program was developed and implemented using situated learning (SL) by 3 different types of professionals working at a communitybased support center and faculty members with nursing experience. This study examined its learning effect by analyzing the data obtained through 5 sessions and records created by graduate students. The students'levels of academic achievement on graduation and fulfillment of the minimum requirements (MRs) in public health nursing education confirmed that they had appropriately acquired assessment skills and the ability to support groups of residents with dementia. The status of legitimate peripheral participation in SL also clarified the process of re-organizing knowledge and contributing to memberships, including the development of their identity, by playing a necessary role in each situation. The results support the validity of the dementia café program as part of the current curriculum, suggesting the feasibility of providing education in a multi-layered style from the next fiscal year., P(論文)},
 pages = {113--124},
 title = {保健師教育における状況的学習を用いた認知症カフェプログラム評価（第1報）},
 volume = {2},
 year = {2018},
 yomi = {ニノミヤ, カズエ}
}