わが国の看護技術に関する図書の現状

Article目的:看護技術に関する図書における「看護技術」の概念規定を構成する要素および各要素の内容の現状を明らかにし,看護技術学の学術的体系化に向けて「看護技術」という概念を規定するための課題を考察する.方法:日本医書出版協会医学書検索を用い,看護技術に関する図書を検索した.次に,「看護技術」という概念を規定していた図書を抽出した.最後に,概念規定として記述された内容を類似性に基づき分類し,その内容を分析した.結果: 「看護技術」を概念規定していた図書は,対象図書53冊中9冊(17.0%)であった.これらの概念規定として記述された内容は,【I.「看護技術」の目的】【II.「看護技術」展開の基盤】【III.「看護技術」としての成立過程】【IV.「看護技術」の発展過程】【V.「看護技術」展開上の特徴】【VI.「看護技術」の種類】のいずれかを組み合わせて構成されていた.結論:看護技術学の学術的体系化に向けて「看護技術」という概念を規定するため,「看護技術」の目的の範囲・「看護技術」展開の基盤の捉え方の明確化などが必要である.Objectives: In order to clarify issues associated with defining nursing techniques, and to systematically organize the science of nursing techniques, the present study identified recent trends in the elements and contents of operational definitions of nursing techniques in books. Methods: To find books on nursing techniques, the electronic database of the Japan Medical Publishers Association was used. Books with clearly stated operational definitions of nursing techniques were selected. Finally, the elements and contents of the operational definitions were categorized according to similarities and the categories were analyzed. Results: A total of 53 books were identified by the search, and 9 (17.0%) books contained clear operational definitions of nursing techniques. These definitions consisted of the following 6 elements: 1) purpose of nursing techniques, 2) bases for the utilization of nursing techniques, 3) process of forming nursing techniques, 4) process of developing nursing techniques, 5) characteristics for providing nursing techniques, and 6) classifications of nursing techniques. Conclusion: These findings suggest some issues regarding the definition of nursing techniques. For example, the expanding boundary of the purpose of nursing techniques and the bases for the utilization of nursing techniques must be clarified.原著群馬県立県民健康科学大学紀要 1,73-85,2006departmental bulletin pape

胃エックス線検査における精度向上を目指した間接撮影画像とデジタル画像の比較検討

Article《目的》胃集団検診におけるデジタルエックス線画像(以下DR)の機能を十分生かすための方法を検討する.《方法》職域胃集検の受診者(384名)について,間接撮影とDRの描写と検査成績を比較した.《結果》主な二重造影障害要因は,DRにおいては粘液残渣であり,間接撮影では蠕動であった.DRでは観察サイズが大きく,細部の観察が可能になるためであろう.DRにおいて検査精度を向上させるためには,十分なローリングによる粘液除去が必要である.《結論》DRの機能を十分生かすためには,従来以上に検査精度を向上させる方法を検討すべきである.たとえば粘液除去を図るローリング法の改善は一つの方法である.Objectives: To investigate methods for maximizing the function of digital radiography (DR) in gastric mass screening. Methods: The images and examination results of 384 medical examiners were compared. Results: The most notable impeding factors in double contrast radiography were peristalsis on indirect radiography and mucus residue on DR. These factors were identified because DR has a broader scanning area than indirect radiograph and enables the observation of details. Sufficient removal of mucus residue using the rolling method was required in order to improve the accuracy of examinations. Conclusions: Methods for improving the accuracy of examinations, such as using the rolling method to remove mucus residue, should be used to maximize the function of DR.原著群馬県立県民健康科学大学紀要　1,87-96,2006departmental bulletin pape

看護学実習における学生の「行動」と「経験」の関連

Article本研究の目的は、看護学実習中の学生の「行動」と「経験」の関連を解明し、実習目標達成に向けた教授活動を考察することである。まず、看護概念創出法を適用して、実習中の学生経験を表す11概念を創出した。次に、メタ統合を用いて、これら11概念と学生行動を表す7概念1つずつの組み合わせを比較・検討した。その結果、次の4点が明らかになった。それは1)行動概念と経験概念の中には同質の概念が存在し、これらをうみ出した現象は同質である、2)行動概念と経験概念の中には異質の概念が存在し、これらは異質であるにも関わらず、それぞれをうみ出した現象は同質である、3)原因と結果の関係を示す行動概念と経験概念が存在する、4)固有の現象からうみ出された固有の経験概念が存在し、この現象は行動概念をうみ出したデータには存在しない、である。考察の結果は、「学習資源の量と目標達成度の関連を表す現象が、資源調達方法修得の教材となること」、「学生は他者の状況に合わせて相互行為を展開しなければならない現象を否定的に知覚しやすいため、教員はその現象に対する学生の知覚を把握する必要があること」、「模範となる看護師と関われる機会の提供が、学生の看護職選択への価値づけを生じる可能性が高いこと」、「学生の内面には行動に示さない知覚が存在するため、教員はこの知覚の把握に向けて学生と意思の疎通できる関係を形成する必要があること」などを示唆した。The purpose of this study was to identify the relationships between students' behaviors and experiences in nursing clinical practicum, and to discuss effective teaching activities for goal attainment. The study was comprised of two phases. In Phase 1, eleven concepts that describe students' experiences in nursing clinical practicum emerged using Methodology for Conceptualization of Nursing. In phase 2, these concepts and the seven concepts that describe students' behaviors were compared using metasynthesis. As a result, the following relationships were identified: 1) One concept of students' behavior and one concept of students' experience are similar, and these emerged from similar phenomena. 2) One concept of students' behavior and one concept of students' experience are different, but these emerged from similar phenomena. 3) One concept of students' behavior and one concept of students' experience showed causality. 4) One concept of students' experience emerged from peculiar phenomenon, and that was not included in the data of students' behavior. The results suggested as follows; [A phenomenon about the amount of learning resources and the degree of goal attainment becomes teaching material for mastering the method how to supply learning resources], [It is necessary to understand students' perception for a phenomenon that they behave according to another's situation, because they tend to feel it negatively], [It is important to provide an opportunity for students to observe nurses who can show role model behaviors to promote their valuing the nursing profession], [It is necessary to communicate well with students, because there are perceptions they are not shown in their behavior]•rights: 日本看護教育学学会 •rights: 本文データは学協会の許諾に基づきCiNiiから複製したものである •relation: isVersionOf: http://ci.nii.ac.jp/naid/110004854446原著看護教育学研究 15(1),20-33,2006journal articl

A pilot corpus study on nursing students' acquisition of nursing terminology

ArticleObjectives: The purpose of this study was to examine the degree to which nursing students in a health science college acquired technical English vocabulary based on a comparison of vocabulary data that appeared in their essays describing what they learned from the English I course over the semester and in two English textbooks. Methods: Based on the concept of corpus linguistics, a computer concordancer program was utilized for word-frequency analysis based on a word list, or 'concordance', which the concordancer produced from the digitalized data from two English textbooks and original essays from 70 students. Furthermore, the extracted words were compared based on the following three categories: 'content words', 'function words', and 'nursing and health care-related words'. Results: The students applied 54% ofthe nursing and health care-related terms learned from the two textbooks. It appears that the students applied more technical terms from the reading textbook than from the conversation textbook (28%of from the reading textbook; 14% from the conversation textbook). In particular, the terms 'nurse' and 'patient' were among the three most frequently used nursing and health care-relatPronouns, articles, prepositions, and conjunctions were the most important function words for producing English sentence structures as indicated by their presence in the top ten lists for the three corpora. Conclusions: From this study, it appears that reading textbooks enrich students' vocabulary more than conversation textbooks as reading textbooks provide a larger volume of vocabulary than a conversational discourse in conversation textbooks. This study on vocabulary acquisition might offer educators some insights into the pedagogy of specific terminology in English for a specific purpose.目的:本研究は,医療系大学看護学専攻学生の専門英単語の習得度とその特徴を調査することであり,2冊の英語教科書と「1学期間で英語Iから学んだ事」に関する学生のエッセイに使われた語彙数の比較データを基に実施した.方法:コーパス言語学に基づき,コンコーダンサープログラムを用い,電子化された2冊の英語教科書と70名の学生エッセイから各語彙分析表を検出し,この語彙頻度を伴って現れる3つのコーパスを内容語・機能語・看護医療系語彙の観点から分析した.結果:学生は2冊の教科書から看護医療系語彙の54%を使用し,会話用教科書の語彙数より読解用からの語彙を多く使用した(40%:26%).語彙の'nurse'と'patient'が内容語分類の看護医療系語彙リストの中で上位3位内の共通語彙として検出された.代名詞,冠詞,前置詞,接続詞が英文構成上最重要で上位10位内から共通に検出された.結論:本研究から,読解用教科書の方が会話用より学生の習得語彙の種類をより豊かにする可能性があり,これは会話体より多い語彙量を提供する故であると考えられる.語彙習得調査は,教育者に専門語彙教授法の洞察を提供する.原著群馬県立県民健康科学大学紀要　1,1-14,2006departmental bulletin pape

第1子および第2子出産後1年間の1母親の身体活動量と自覚疲労の比較

Article目的:本研究の目的は,同一母親の第1子と第2子出産後1年間における身体活動量と自覚疲労および子どもへの感情の推移を比較することである.方法:対象は核家族,無職の母親1名で,出産後1ヵ月目から1年間毎月,身体活動量,自覚症状,子どもに対する感情について調査を行った.結果:身体活動量は第2子出産後に増加した.自覚疲労の訴えは,出産後4ヵ月目までに多く,子どもに対する否定的感情は第2子出産後に高かった.結論:第2子出産後は第1子出産後より心身共に負担が増加することが示唆された.Objective: This study focuses on a mother's physical activity, feelings of fatigue, and emotional reaction to her children one year after the birth of her first child and one year after the birth of her second child. Method: The subject was a mother who was a housewife in a nuclear family. Data were collected every month using a pedometer to measure physical activity, and a questionnaire to assess her symptoms of fatigue and her emotional reaction to her children. Results: The data indicated that the mother's physical activity increased after the birth of her second child. The symptoms of fatigue increased in the first four months after the birth. The mother was also found to have a stronger negative emotional reaction to the second child than to the first child. Conclusion: The results suggest that a heavier mental and physical burden is imposed on a mother after the birth of her second child than after the birth of her first child.報告群馬県立県民健康科学大学紀要　1,97-104,2006departmental bulletin pape

市町村保健師が行う介護予防活動の概念分析

目的：市町村保健師が行う介護予防活動の概念を明らかにし，活動への示唆を得る． 方法：Walker & Avant の概念分析を参考に国内外 37 文献，介護予防活動 19 事例を対象に分析した． 結果：市町村保健師が行う介護予防活動は，属性 4，先行要件 8，帰結 4 のカテゴリが生成され，「地域において介護予防が必要な高齢者と地域特性や社会資源を把握し，独自のプログラムを準備し，多職種と実施体制を整え，住民ニーズや地域の特性に合わせた多様なプログラムを身近な場で展開すること，また住民主体の活動を立ち上げ，自主グループ活動に導くよう後方から支援することであり，その結果，自主グループ活動が地域全体へ拡大し，高齢者の心身機能や社会性の改善，多職種の連携体制が強化され，地域住民同士の支え合いやソーシャルキャピタルの醸成へと向かうプロセス」と定義した． 結論：介護予防活動の推進や教育に寄与し，研究の理論的枠組みとして活用可能であると示唆された．Objective:  This study aimed to clarify and define the concept of, and thus obtain suggestions for, prevention in regard to long-term care activities carried out by municipal public health nurses. Methods: Thirty-seven domestic and foreign documents and 19 cases of prevention for longterm care activities were analyzed with reference to Walker and Avant’s method of concept analysis. Results: Four attributes, eight antecedents, and four consequences were generated for care prevention activities conducted by municipal public health nurses. Long-term care prevention activities carried out by municipal public health nurses were defined as follows:“identifying older people in the community who require nursing care prevention, preparing original programs, and organizing an implementation system with multiple professions to roll out a variety of programs in familiar places tailored to the needs of residents and the characteristics of the community, as well as providing behind-the-scenes support to launch resident-led activities leading to independent group activities, which ultimately expands to the entire community, improving the physical and mental functions and sociability of older adults, and fostering social capacities.” Conclusion: The concept of prevention for long-term care activities carried out by municipal public health nurses promotes nursing care prevention activities by municipal public health nurses by presenting the essential activities that should be carried out by municipal public health nurses. In addition, in education, this contributes to a deepening of student learning in regard to nursing care prevention activities. The findings also suggest potential use as a theoretical framework for conducting further research．原著articl

実習指導者が知覚した「教員と実習指導者の連携」のために教員が実践している教授活動

目的：実習指導者が知覚した「教員と実習指導者の連携」のために教員が実践している教授活動を明らかにし，その特徴を考察する． 方法：全国の病院などに所属する実習指導者 983 名を対象に質問紙調査を行った．分析には，Berelson, B. の方法論を参考にした看護教育学における内容分析を用いた． 結果：回収された 437 部（回収率 44.4％）のうちの有効回答 412部，パイロットスタディ43 部，計 455部の記述を分析した結果，【学習停滞が懸念される特定学生の問題状況を説明し問題克服に向けた指導を依頼する】【毎日あるいは定期的に機会を設け今後の指導方針を相談する】など，実習指導者が知覚した連携のために教員が実践している教授活動を表す 36 カテゴリが形成された． 結論：36 カテゴリが，《課題克服に必要な学習機会・資源の確保を依頼する》等，8 つの特徴を持つことを示唆した．Objectives: This study aimed to clarify the teaching activities　practiced by nursing faculties for “cooperation between the nursing faculty and clinical instructor” as perceived by clinical instructors and discuss their characteristics. Methods:  A questionnaire survey was conducted by postal mail on 983 clinical instructors affiliated with hospitals and other institutions nationwide. The collected data were analyzed using content analysis for nursing education based on Berelsonʼs methodology. Results: A total of 437 questionnaires were returned (response rate: 44.4%) and a total of 455 statements were analyzed, including 412 valid and 43 pilot study responses. As a result, 36 categories were clarified that represent the teaching activities practiced by nursing faculties for cooperation as perceived by clinical instructors, including “Explaining the problem situation of specific students who are concerned about academic stagnation and requesting guidance to overcome the problem” and “Setting up opportunities daily or regularly to discuss future instructional policies”. Conclusions: It was suggested that the 36 categories had eight characteristics, including “Requesting to secure the learning opportunities and resources necessary to overcome challenges”原著articl

看護学実習中に目標達成度を学生に伝達するための教授活動

目的：実習中に目標達成度を学生に伝達するための教授活動を明らかにし，その特徴を考察する． 方法：Berelson, B. の方法論を参考にした看護教育学における内容分析を適用した．全国の看護基礎教育機関に所属し，実習を担当している教員 798 名を対象に，郵送法による質問紙を配布し，286 名（回収率35.8％）から回答を得た．このうち，自由回答式質問に回答した 270 名の記述を，意味内容の類似性に基づき分類しカテゴリ化した． 結果：【患者の安全・安楽，正確な情報収集に向けた行動を示さない学生に対して，その場で着目すべき箇所を指し示す】など 38 カテゴリが形成された． 結論：実習中に目標達成度を学生に伝達するための教授活動を表す38カテゴリが《患者の面前であっても，伝達の機会を逸することのないように伝達方法を工夫する》など 7 の特徴を示した．本研究の成果は，教員が自己の教授活動を客観的に理解し，改善の方向性を見出すために活用できる.Objectives: The research aimed to clarify the teaching activities of nursing faculty who perceive the communicate degree of goal achievement to nursing students during clinical practicum, and to discuss their characteristics. Methods: The qualitative analysis of nursing education based on Berelson’s content analysis method was applied. Questionnaires were distributed by post to 798 nursing faculty members in charge of classes at nursing universities, junior colleges, and diploma programs across Japan. A total of 286 responses were received(response rate:35.8%). The remaining 270 that contained responses to open-ended questions were classified and categorized based on similarities in semantic content. Results: The teaching activities of nursing faculty who perceive the communicate degree of goal achievement to nursing students during clinical practicum as indicated by respondents were aggregated into 38 categories, such as “For students who do not take actions toward patient safety, comfort, and accurate information gathering, finger points to areas that need attention on the spot.” Conclusions: A total of 38 categories expressing the teaching activities of nursing faculty who perceive the communicate degree of goal achievement to nursing students during clinical practicum were clarified. Additionally, this content showed 7 characteristics, such as “Devise ways to do so without missing opportunities to communicate degree of goal achievement, even in front of patient.” The results of this study can be used to objectively understand teaching activities degree of goal achievement for communicating goal attainment to students during practical training. Based on this understanding, it is also possible to improve teaching activities to ensure that the degree of goal attainment is communicated to students.原著articl