セイジン カンゴガク ジッシュウ オヨビ ロウネン カンゴガク ジッシュウ ニオイテ カンゴガクセイ ガ ケンガク マタハ ジッシ シタ カンゴ キホン ギジュツ ノ ジッタイ ガクセイ ニヨル ジコヒョウカ チョウサ ノ ブンセキヨリ

看護系大学一校の成人看護学実習および老年看護学実習における看護学生の看護基本技術についてその見学または実施状況を明らかにし, 今後の講義・演習の内容や, 実習カリキュラムと実習施設, 実習指導の在り方等を検討するための基礎資料とすることを目的に, 文献等から選定した看護基本技術118項目の「見学」または「指導者の助言・監督下で実施」について調査した. 同大学で領域別看護学実習を履修した4年生のうち協力の得られた79名(回答率98.8%)のデータを分析した結果, 成人看護学実習・老年看護学実習の全般において, 環境整備, 清潔ケア, バイタルサイン測定, 病態・症状観察等の看護基本技術を見学または実施した学生が過半数を超えた. 一方, 呼吸, 排泄, 与薬, 救急, 症状・生体機能管理, 感染予防面の看護基本技術の見学または実施は, 全体の4分の1程度にとどまった. 学生が, 多様な治療を受ける患者の看護を学ぶことを通し, 臨地実習の場で見学や実施したことを振り返り, そして現象を関連付けて理解できる実習を編成することの重要性が示唆された.The purpose of this survey is to identify the current status of fundamental nursing skills performed by nursing students in adult and gerontological nursing practicums incorporated as part of a four-year baccalaureate nursing program. There were 118 survey items about fundamental nursing skills selected from the related literature. For each fundamental nursing skill the respondents were asked to answer, "have observed demonstration of this skill", "have performed this skill under the supervision of clinical nurse instructors" or "have not had any chance for observation or performance". Seventy-nine senior students (response rate: 98.8%) agreed to fill in and submit the survey sheet. The survey showed that more than half of the respondents had observed demonstration of, or had performed under supervision, such fundamental skills as management of the environment of care (cleanliness and safety of hospital beds and rooms), personal and hygiene care, vital sign measurement, assessment and monitoring of signs and symptoms in either adult or gerontological nursing practicum, or in both. In addition, about less than one-fourths of the respondents reported that they had observed demonstration of, or had performed under supervision, skills like respiratory care, elimination care, medication, monitoring and maintenance of vital functions and infection control. These results indicate the importance of arranging nursing practicums in such a way that students can learn a variety of nursing interventions and clinical skills in diverse care settings. Furthermore, nursing students need to be encouraged to learn through observation, performance under supervision and reflection so that they can understand the meaning of a variety of interconnected phenomena

NHE1, NHE2, and NHE4 contribute to regulation of cell pH in T84 colon cancer cells

The isoforms of the Na+/H+ exchanger present in T84 human colon cells were identified by functional and molecular methods. Cell pH was measured by fluorescence microscopy using the probe BCECF. Based on the pH recovery after an ammonium pulse and determination of buffering capacity of these cells, the rate of H+ extrusion (J(H)) was 3.68 mM/min. After the use of the amiloride derivative HOE-694 at 25 mu M, which inhibits the isoforms NHE1 and NHE2, there remained 43% of the above transport rate, the nature of which was investigated. Evidence of the presence of NHE1, NHE2, and NHE4 was obtained by reverse transcriptase polymerase chain reaction (RT-PCR) (mRNA) and Western blot. There was no decrease of J(H) by the NHE3 inhibitor S3226 (1 mu M) and no evidence of this isoform by RT-PCR was found. The following functional evidence for the presence of NHE4 was obtained: 25 mu M EIPA abolished J(H) entirely, but NHE4 was not inhibited at 10 mu M; substitution of Na by K increased the remainder, a property of NHE4; hypertonicity also increased this fraction of J(H). Cl--dependent NHE was not detected: in 0 Cl- solutions J(H) was increased and not reduced. In 0 Cl- cell volume decreased significantly, which was abolished by the Cl- channel blocker NPPB, indicating that the 0 Cl- effect was because of reduction of cell volume. In conclusion, T84 human colon cells contain three isoforms of the Na+/H+ exchanger, NHE1, NHE2, and NHE4, but not the Cl-dependent NHE

成人期・老年期にある対象の理解 : インタビューを行った看護学生の学び

本研究の目的は,看護学生(以下,学生)が成人期・老年期にある人にインタビューを行い,インタビューを通してどのような学びがあったのかを明らかにすることである。学生がインタビューを通して学んだ内容をレポートし,本研究においてそのレポート内容を分析した。その結果,学生は生きてきた時代背景や生活環境がインタビュー対象者の生きる姿勢に影響しており,過去の積み重ねの上に今のその人があることを学んでいた。また,学生はインタビュー対象者を理解するにはその人に関心を持ち,尊重しながら接することや,コミュニケーションに求められる基本的な態度を示すことの重要性を学んでいた。さらに学生は,対象とコミュニケーションを図る中で自己と他者の違いを改めて認識し,個としての対象を理解していた。このことより,インタビューは学生が自分たちとは世代の異なる成人期・老年期にある対象を理解するための有効な学習方法の一つであることが示唆された。The purpose of this study is to clarify what nursing students (the students, hereinafter) have learned through interviews with young or elderly adults (the clients, hereinafter). Each of the students was asked to write a report about how s/he approached a client to obtain her/his consent for an interview, and how s/he communicated with the client to learn about her/his life. The contents of the students\u27 reports about their interviews were analyzed after they had been assured of voluntary cooperation and anonymity. The results show that the students have learned the following: (1) the background of each client such as age, times when s/he has been living or her/his living environment may affect her/his activities of daily living and attitude toward life; (2) each client has her/his own life history. Through such interviews and report writing, the students have understood the importance of the basic rules of communication including having respect for their clients and taking interest in their conversation subjects. Additionally, the students have recognized the difference between themselves and others (i.e., the individual clients) while communicating with them. These results suggest that the assignment to conduct an interview and to write a report is one of the effective methods for the students to understand young and elderly adult clients (i.e., people) of different generations from their own