The movement of midwifery education and a future challenge

我が国における助産学教育は看護学教育の4年制化に伴い,大きな影響を受けている｡即ち,短大専攻科の4年制大学への移行により選択枠は減少し,講義および実習時間の短縮化を余儀なくされた｡さらに,専門学校の閉廃校も進んで助産師の養成数は減少し,その教育の質にも大きな問題を包含するようになった｡一方,少子化が進展し,地域社会や家庭における子育て力の低下等に伴う育児不安や児童虐待が大きな社会問題となっている｡このような社会情況の中で,助産師の果たすべき役割は益々増大し,助産師に対する期待は高まる一方である｡そこで,助産学教育の動向と取り巻く環境を概観することにより,その問題点を検討した｡その結果,1) 4年制看護学教育の中で保健師･助産師･看護師の3つの国家試験受験資格を得ることは容易ではないこと｡ 2) 社会の要請に応えうる人材育成のための専門的教育課程への移行が急務であることが示唆された。Recently, nursing education entered the four year college system; midwifery education in Japan has come to have serious problems, not only in the decline in the number of midwives training but also in the quality of the education due to abolition of the professional training school and the junior college's advanced midwifery training course. Then, lectures and the clinical training period have been shortened in midwifery education in four year colleges because of the crowded curriculum. On the other hand, the birth rate has been declining, and the anxiety of child care and child abuse are serious social issues in that child care in the community and at home is declining in Japan. The role of midwives has increased all the more, and midwives are indispensable for mothers, babies and families in such social conditions. Also, the problem was examined by surveying the environment surrounding the direction of midwifery education. It is not easy to get three state qualifications of public health nurse, midwife and nurse in the nursing education program within four years. It was suggested that change in the educational system of midwifery was a pressing need to train educated and skilled midwives to meet a social need

Direction of collaborative problem solving-based STEM learning by learning analytics approach.

The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education

Nursing Education for a Gender-equal Society* - The Situation of Male Student Nurses -

題目:男女共同参画社会における看護教育―男子看護学生の動向について― 1975年の国際婦人年以来,カイロ宣言でのリプロダクテイブヘルス/ライツ,北京宣言等次々に男女差別の撤回と女性の自立をめざした運動が推進されてきた｡この女性のエンパワーメント運動の中で,我が国は労働基準法,男女雇用機会均等法,育児休業法等の制定および改正を経て,1999年6月｢男女共同参画社会基本法｣の施行に至った｡以来,国を挙げて男女共同参画社会の構築に取組んでいる｡看護界にあっては昭和23年に制定された保健婦助産婦看護婦法における看護職者は女子とされ,男子には国家免許を得る正式な資格が無かった｡やがて,法の改正とともに男性看護職者の進出が可能となってきた｡しかし,半世紀を経て,なお男性看護職者の占める割合は低く,看護界における男女共同参画の現状は進んでいるとはいい難い｡男性看護職者養成の沿革と現状を概観し,その問題点と課題を検討することとした｡Until quite recently, Japanese women had very few opportunities to become financially independent. However, women's rights and independence have been gradually promoted since 1975, the International Women's Year. The 1994 Cairo Conference on Population emphasized women's reproductive rights. Such international movements resulted in the enactment of the 1985 Equal Employment Opportunity Law and the 1999 Law for a Gender-Equal Society in Japan. On the other hand, nursing education had been offered for women only until it became possible for men to become nurses in 1968, when the 1948 law on nursing profession was amended. Almost half a century has passed, but the percentage of male nurses is still limited. There is still much to be done for achieving equality between male nurses and female nurses. We will overview the history of nursing education and discuss the problems that male nurses face. *Low No.78 of 1999 was established to promote genuine eguality between woman and me

Survey on Japanese University Students' Learning Experiences with ICT and Open Sources for International Collaboration

Abstract: The purpose of this research is to report university students' learning experiences with information communication technology (ICT) and open educational sources (OES) for global learning in Japan. The survey of 327 Japanese university students included seven multiple-choice items and 16 open-ended questions about students' learning experiences. The results showed that the most frequent use of ICT, including computer-mediated communication, is a discussion function of Blackboard for formal collaborative learning and LINE for informal learning. Learning with OES is less popular; only one student had taken a two-month course via YouTube provided by a Japanese university, and only two students had learned with foreign students online. The students' preferred activities for future international collaborative learning included project-based learning, casual chats and conversation, discussion, and e-mail exchange. Favored topics were ones related to their majors, international situations, the environment, cultural differences, and school life. Language proficiency, communication, cultural differences, and values and beliefs caused the most anxiety and concern for international collaboration, but the time gap, legal issues, and infrastructure were also considered

Spatiotemporal monitoring of intracellular metabolic dynamics by resonance Raman microscopy with isotope labeling

Cellular metabolites are valuable in a diverse range of applications. For example, the unicellular green algaHaematococcus lacustrisproduces as a secondary metabolite the carotenoid pigment astaxanthin (AXT), which is widely used in nutraceutical, cosmetic, and food industries due to its strong antioxidant activity. In order to enhance the productivity ofH. lacustris, spatial and temporal understanding of its metabolic dynamics is essential. Here we show spatiotemporal monitoring of AXT production inH. lacustriscells by resonance Raman microscopy combined with stable isotope labeling. Specifically, we incorporated carbon dioxide ((CO2)-C-13) labeled with a stable isotope (C-13) intoH. lacustriscells through carbon fixation and traced its conversion to(13)C-AXT using our resonance Raman microscope. We incubatedH. lacustriscells under various conditions by switching, pulsing, and replacing(13)CO(2)and(12)CO(2). By measurement of these cells we determined the fixation time of(13)C-carbon, visualized the intracellular localization of(13)C- and(12)C-AXTs, and revealed the dynamic consumption-production equilibrium of the accumulated AXT. This work is a valuable step in the development of effective screening criteria for high AXT-producingH. lacustriscells

看護師が捉えた看護学教育における小児看護技術

本研究の目的は,臨床の看護師が看護基礎教育において卒業前と卒業後に必要と捉える小児看護技術項目を明らかにすることである.3病院の小児病棟に勤務する看護師を対象に,卒業前(講義・演習・実習)及び卒業後に習得すべき看護技術項目について無記名による質問紙調査を行った.配布は対象病棟ごとに,回収は個別による郵送法で,43名(回収率89.6%)による回答が得られた.その結果,臨床看護師は卒業前に習得すべき技術項目として「安全」・「遊び」・「観察」を重要項目とし,「輸液療法」や「救急」など高度な技術を要する診療補助技術は,卒後教育での学習でよいと捉えていることが明らかとなった. The aim of this study is to determine the skills needed for pediatric nursing that clinical nurses consider as essential to master in the fundamental nursing education program before and after the graduation. We surveyed anonymous questionnaire about the items for nursing skills, that must be acquired before (lectures, exercises, and practicum) and after the graduation, to the nurses working at pediatric ward in three different hospitals The questionnaires were distributed to each ward, collected by mail individually, and 43 responses (collection rate: 89.6%) were obtained. The findings identified that the nurses considered "safety", "recreation", "observation" as the essential items of skills that must be mustered before the graduation, and advanced skills needed for the medical assistant such as "fluid infusion therapy", "emergency care" as the techniques that can be learned in the education after the graduation