@article{oai:junshin.repo.nii.ac.jp:00000574,
 author = {村井, 孝子 and MURAI, Takako and 肥後, すみ子 and 村田, 尚恵 and 石橋, 通江 and HIGO, Sumiko and MURATA, Naoe and ISHIBASHI, Yukie},
 issue = {12},
 journal = {純真学園大学雑誌, Journal of Junshin Gakuen University,Faculty of  Health Sciences},
 month = {Mar},
 note = {application/pdf, 本研究の目的は,模擬患者参加型のコミュニケーション演習を通して，大学職員の教職協働への認識および協働上の課題を明らかにすることである．模擬患者参加型のコミュニケーション演習に参加した大学職員7名を対象に半構造的インタビューを実施し，内容を分析した．その結果、教職協働に対して，【学ぶ学生を再認識する機会になる】，【自身の役割の再認識の機会となる】，【新たな役割への意欲を感じる】，【模擬患者としての言動に迷う】が抽出された．教育活動を通した教職協働を進めるためには，教育内容に関する教職員の共通認識を持ち，準備段階で十分にディスカッションを行う必要性が示唆された．

In this study, we aimed to clarify issues regarding recognition of and collaboration with non-academic teaching staff through simulated patient-participatory communication exercises. Semi-structured interviews were conducted with seven university staff members, and the interview content was analyzed. We extracted the following response categories on collaboration in teaching professions: “an opportunity to re-acknowledge the students who are learning”, “an opportunity to reaffirm my own role”, and “feel motivation for a new role”. Moreover “hesitate to behave as a simulated patient” was identified as a collaborative issue. Thus, to promote collaboration among teaching professions through educational activities, mutual understanding among faculty and staff regarding the educational content of activities should be established and sufficient discussions should be held at the preparatory stage.},
 pages = {091--096},
 title = {【報告】大学職員の教職協働への認識および協働上の課題 : 模擬患者参加型のコミュニケーション演習を通して},
 year = {2022},
 yomi = {ムライ, タカコ and ヒゴ, スミコ and ムラタ, ナオエ and イシバシ, ユキエ}
}