@article{oai:kumadai.repo.nii.ac.jp:02000326,
 author = {前田, ひとみ and Hitomi, Maeda and 伊山, 聡子 and Satoko, Iyama and 山本, 麻起子 and Makiko, Yamamoto and 鶴田, 明美 and Akemi, Tsuruta and 福重, 真美 and Mami, Fukushige and 松本, 智晴 and Chiharu, Matsumoto},
 journal = {熊本大学医学部保健学科紀要},
 month = {Mar},
 note = {The aim of this study was to elucidate learning strategies for nursing students in 'Anatomy' and 'Physiology,' and to develop self-assessment scales for learning strategies in 'Anatomy' and 'Physiology'. From December 2021 to February 2022, a survey was conducted targeting a total of 468 nursing students from four universities and two nursing vocational schools, either through questionnaires or via the web．The survey items included demographics along with a draft of a 53-item learning strategy scale and an 8-item self-efficacy scale. The valid responses were 237 for 'Anatomy' and 194 for 'Physiology'. The self-assessment scale for 'Anatomy' consisted of 4 factors with 35 items, and the self-assessment scale for 'Physiology' had 4 factors with 40 items. The overall Cronbach's α reliability coefficient for the learning strategy scale in 'Anatomy' was 0.934, with sub-factors ranging from 0.912 to 0.716. For the learning strategy scale in 'Physiology', the overall Cronbach's α reliability coefficient was 0.936, with the first factor ranging from 0.908 to 0.765. As a criterion related validity, the correlatio n between the total score of the learning strategy scale and the self-efficacy scale was examined. As a result, a positive correlation was observed between the 'Anatomy' learning strategy scale (ρ=.451) and the 'Physiology' learning strategy scale (ρ=.481). Based on the results of Cronbach's α reliability coefficient, it was determined that the created 'Anatomy' learning strategy scale and the 'Physiology' learning strategy scale ensured internal consistency. Furthermore, given the positive correl ation observed with the external criterion of self-efficacy scale, it was determined that criterion-related validity was established. Considering potential interactions among learning strategies, it was suggested that efforts should be made to enable students to utilize as many learning strategies as possible in order to facilitate their learning.},
 pages = {36--44},
 title = {看護学生の「人体の構造と機能」に対する学習方略自己評価尺度の開発},
 volume = {20},
 year = {2024},
 yomi = {マエダ, ヒトミ and イヤマ, サトコ and ヤマモト, マキコ and ツルタ, アケミ and フクシゲ, マミ and マツモト, チハル}
}