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目的：本研究は，アディクション等の障害を持ちながら地域で生活されているセルフヘルプグループのメンバーが，看護学科の健康教育論の授業へ参加し，自らの体験を語ることによる学生の学習効果と授業への知見を得るものである。方法：研究に同意の得られたアディクション等のセルフヘルプグループメンバーと学生を対象にアンケート調査をした。セルフヘルプグループメンバーの伝えたいことと学生の理解内容の比較および学生の授業前後の関心度と印象度を比較検討した。結果：受講後の学生は，セルフヘルプグループへの関心度やセルフヘルプグループメンバーの印象度が有意に高まった。また，セルフグループメンバーが学生に伝えたいことと学生が学んだことは，一致する項目と一致しない項目がみられた。一致する項目は，「人との関係やつながりの大切さ」や「自分たちの思いを知ってほしい」ということであった。一致しない項目として，「本音を語れる良い機会だった」，「社会復帰について」，「当事者が看護者や社会に期待すること」，「治療の大変さ」などであった。学生の学びの構造を因子分析した結果，『現状を知ること』と『その人の内面を知ること』の2つの因子が生成された。考察：当事者の話を直接体験として聞くことは，学生の関心度を高めたり先入観をなくす良い機会になっていた。しかし，セルフヘルプグループメンバーと学生の有用性の間に一致と不一致が混在していた。不一致部分については，今後の参加授業にグループワークやディスカッションを取り入れ，学生がその人自身の内面的な心情にも触れて，『その人の内面を理解すること』へ結びつけることが，さらなる学習効果を得ることになると考える。, Purpose: In the present study, self-help group members with Mental health-related issues such as alcohol dependence who were living in the community participated in a nursing department health education theory course and described their personal experiences. The study was designed to assess knowledge acquired from the course and the learning effects among the students. Method: A questionnaire was administered to consenting self-help group members and nursing students. Content for which students demonstrated comprehension was compared with points that self-help group members wanted to convey. In addition, a comparison of the students' interest and impression levels before and after the course was examined. Results: Levels of interest in self-help groups and the strength of impressions left by self-help group members significantly were increased among students after taking the course. The points that group members wanted to convey and the material that students reportedly learned matched for some items, but not all. The items that matched were "the importance of connections and relationships with others" and "the desire for others to know my thoughts." Items that differed included "good opportunity to say what I truly think," "re-entering society," "expectations for nurses and society," and "difficulty in receiving treatment." Factor analysis on the structure of student learning yielded the factors "Knowledge of Current Situations" and "Knowledge of Internal Aspects of Another." Discussion: The direct experience of listening to the accounts of the self-help group members was a good opportunity for heightening interest levels and eliminating bias among the students. Despite this, there was a lack of consistency in how the members and students applied course experiences. Future course participation should include group work and discussion on the items lacking consistency. Further learning effects may be observed in students by touching upon the emotional states of others and linking inconsistent points to "understanding the internal aspects of others."