In order to facilitate learning among future students, the present study aimed to clarify what students learned from Prior Learning for an "Introduction to School Health & Nursing" course. Subjects were 22 second-year nursing students who enrolled in the course. Data for analysis were collected in the form of reports submitted by the students following Prior Learning. Regarding the contents of the reports, the most frequent contents concerning "duties of Yogo teachers were "health guidance and health study" and "health consultation activity". The least frequent content was "prevention of infection". As a result of the analysis of students' impressions and considerations using the method of Berelson, 14 categories concerning [learning gained through observation of Yogo teachers' practices] were identified. Furthermore, three categories concerning [significance of the observation of school health rooms and the utilization of these observations in the future] were identified. Prior Learning facilitated the students' realization of the significance of being a Yogo teacher, the objectives of and contents of Yogo teachers' responsibilities, the diversity and difficulty of Yogo teachers' responsibilities, and that being a Yogo teacher can be a satisfying and rewarding job. Moreover, Prior Learning increased the students' motivation and enthusiasm to learn more.

　本研究の目的,授業「養護概論」の事前学習での学びの内容を明らかにし,今後の課題を検討することである。対象は,2年次に「養護概論」を選択した看護学科の学生22名である。学生が事前学習後に提出したレポートを分析対象とした。記述された内容を養護教諭の職務内容にしたがって分類した結果,最も多かったのは,「保健指導・保健学習」と「健康相談活動」であり,最も少なかったのは,「伝染病の予防」であった。また, Berelson, B. の内容分析法を用いて,感想および考察の記述内容を分析した結果,〔保健室見学による学び〕と〔保健室見学の意義と今後への活用〕の2つの人カテゴリに分類され,前者では14のカテゴリ,後者では3つのカテゴリが抽出された。学生は,事前学習により養護教諭の存在意義,職務の対象,職務内容,仕事の多様性+困難性とともにやりがいを理解し,今後の学習への動機付けや意欲の向上にもつながっていることが明らかになった。