The satisfaction level of the ‘Human Relationship’ course under the charge of a nursing teacher : considerations of the factors which affect the satisfaction level of students

A nursing teacher has taken charge of the ‘Human Relationship’ course open to those university students who are aiming for becoming a registered nurse, or a clinical radiological technologist, or a clinical laboratory technologist. The course is conducted, employing several means such as the role-playing method to obtain a feeling of real clinical situations. After the course evaluation was conducted, and the factor analysis on the result of the evaluation was performed, four factors were extracted. Those factors were interpreted as the followings : the first factor as “the factor in the contents of the course” ; the second factor as “the factor in the method used in the course” ; the third factor as “the factor related to the attitude of and the way of communication of the teacher” ; the forth factor as “the factor related to role-playing”. In comparison of the averages of the first and third factor scores according to the individual satisfaction levels of the course, there were recognized significant differences among three groups（the group of satisfaction, the group of the middle and the group of dissatisfaction）. It has been found that “the contents of the course” and “the attitude of and the way of communication of the teacher” affect the satisfaction level of the students. Some improvements to be done are clarified, such as change in the contents of the course to make students aware of the necessity of the course knowledge in clinical practice, and a way of speech which is to enable students listen easily

Analysis on “Role Lettering” applied to nurses

One of Role lettering methods, “Time-machine message”, was applied to nurses who had entered their third year of working in hospital. As the result, writing down “Time-machine message” was useful for recognizing the problematic side of their inner selves and consequently for easing stress. Furthermore, it was found that the practice of this method was seen by them as an opportunity to reconsider their current situations and prospects. However, there were those nurses who could not concretely imagine themselves in the future, thus the necessity of support for such nurses was suggested

Analysis of a Role Lettering method performed to nursing students

One of Role Lettering methods, “time-machine message” was performed to １st and ２nd year students at a college of nursing. The contents of time-machine messages were divided into three groups : the group of the subjects who wrote questions to themselves in the future ; the group of the subjects who wrote reports about their present situations to themselves in the future ; and the group of the subjects who wrote words of encouragement towards themselves in the future. It was suggested that writing down a time-machine message could lead to an effect of making one to think over oneself and have a positive attitude, and also to an effect of enhancing the motivation to study

ロール レタリング ノ ハッテン カテイ ト イリョウ エノ オウヨウ

Role letter writing is a form of psychotherapy in which the client plays the roles of two persons, who exchange letters. The purpose of this psychotherapy is to help the client become aware of their problems in the process of reporting their feelings from the positions of the two roles by letters. This technique was created from education practices at reformatories in Japan. At present, role letter writing is also widely used in psychological clinics such as for school refusal, school violence, and domestic violence. Simultaneously the theory of role letter writing is being established, and methods of evaluating its effects are being developed. The application of role letter writing to medical practice has been also attempted. There have been reports on the use of role letter writing as a method of psychological supporting medical staff members themselves and as a method to help them to understand patients. In the future, it may be used as a method of directly supporting patients for acceptance of disabilities or death

Effects of skipping meals on the psychological state

欠食が心理状態にどのような影響を及ぼすのかを検討するために，５１人の看護学生を対象に調査を行った． 一日にわたって，午前の授業開始前・午前の授業終了直後・午後の授業開始前・午後の授業終了直後に，１０項目で構成される質問紙を用いて，今の心理状態について回答するように学生に依頼した． この結果を因子分析したところ，２因子が抽出され，第１因子を「やる気に関する因子」，第２因子を「精神状態の安定に関する因子」と解釈した．因子ごとに因子得点を欠食のある学生とない学生で比較した． 朝食を欠食した学生は，摂取している学生に比べて，授業開始前にやる気が低い傾向にあり，精神的には不安定な状態であることがわかった． 昼食を欠食した学生は，摂取している学生に比べて，授業開始前にやる気が有意に低かった． やる気と精神状態の安定に関する２因子は，欠食による影響を受けることが示唆された．Effects of skipping meals on psychological state were studied in ５１ nursing students. The students were asked to answer a １０-item questionnaire about their psychological state before the beginning of morning classes, immediately after the end of morning classes, before the beginning of afternoon classes, and immediately after the end of afternoon classes. As a result of factor analysis of the answers to the questionnaire, two factors were extracted, and the first and second factors were interpreted as“a factor related to motivation”and“a factor related to the stability of the mental state”, respectively. The score of each factor was compared between the students who had eaten meals and those who had skipped them. Before the morning classes, motivation toward classes tended to be lower, and the mental state was less stable, in the students who had skipped breakfast than in those who had eaten it. Before the afternoon classes, motivation toward classes was significantly lower in the students who had skipped lunch than in those who had eaten it. The two factors related to motivation and the stability of the mental state were suggested to be affected by skipping meals

Exploring Hidden Atrial Fibrillation in Patients with Type 2 Diabetes Mellitus Admitted to Shinshu University Hospital

Using the event-triggered recorder, SpiderFlash-t AFIB, which allows us to detect asymptomatic or symptomatic arrhythmia, we examined the prevalence of hidden atrial fibrillation (AF) in patients with type 2 diabetes admitted to our hospital. In total, we enrolled 69 patients with type 2 diabetes mellitus admitted to the hospital due to hyperglycemia. Averages of HbA1c, age, duration of the disease, and BMI were 8.9 ％, 64.8 years old, 14.8 years, and 26.0 kg/m2, respectively. Neuropathy, retinopathy, and nephropathy were found in 37 (53.6 ％), 27 (39.1 ％), and 27 (39.1 ％), respectively. Macroangiopathy was found in 13 (18.9 ％). In the first series of surveys where we attached the recorder for 7 days no sustained AF events were found, and only 2 transient events. We attached the recorder for 14 days with 39 subjects in the second series of the survey, and fail to find any AF rhythm. This study is the first attempt to reveal the frequency of hidden AF in diabetes. This finding suggests that screening of atrial fibrillation with SpiderFlash-t AFIB for patients with type 2 diabetic patients hospitalized for glycemic control may not be useful in assessing the prevalence of atrial fibrillation.Article信州医学雑誌 69(2): 75-81(2021)departmental bulletin pape

The educational view of this university of clinical nursing ability training : the participating report of a nursing educational workshop in 2002

本研究の目的は，本学における看護学教育の現状と課題を分析し，改善点と方策を検討することである． その結果，以下の３点が指摘された． １）人間形成に必要な知識や態度を養うための基礎教育科目や専門科目をさらに整備し，「看護診断論」や「フィジカルアセスメント」などの教科目を独立させる検討が必要である． ２）看護学実習では，「看護ケア基盤形成」を前提とした看護技術の習熟度がはかれる実習方法の工夫が求められる． ３）看護学教育における授業展開では，授業方法の工夫を行い，教員相互に協力体制をとりながら授業を進めていく必要性がある．加えて臨地とのユニフィケーションとして，本学の教育に臨地の専門家が加わり教育と臨床の連携を図りながら学生を教育していく方向性の検討が必要である．The purpose of this study is to analyze the current problems of nursing education at Kawasaki University of Medical Welfare, and to bring up the points which can improve them further. These are : １）We may need to improve the program of both General Education and Nursing Education since they are fundamental nursing education as a whole. We prefer the subject of “Nursing Diagnosis” and Physical Assessment” stand alone as a major subject. ２）In nursing practice, we expect the nursing students to be filled with basic needs of nursing care as a prerequisite before their training, then we can proceed the practice. ３）If we can make a contact often among staffs between the university and hospital as we needed for the students during four years of college education, they may gain a confidence to become a professional nurse upon completing the program

臨地実習において看護学生と高齢者の援助関係が深まる転換点に関する検討

京都府立医科大学医学部看護学科School of Nursing, Kyoto Prefectural University of Medicine　入所型の高齢者福祉施設で高齢者との援助関係形成を目的に、看護系大学2年生へ2週間臨地実習を実施している。実習指導中に教員が、学生に「ほとんど介入的な指導をしなくても、良い援助関係を築けていける」と感じる転換点があることに気づいた。転換点と感じるのは学生に何ができるようになった時点なのか、また、この転換点を迎える時期への影響要因は何かを明らかにする目的で調査を行った。対象は研究協力に同意した看護系大学2年生8人であった。学生の実習記録を、看護学生が「患者に出会う」構造として抽出された6 段階を用いて分析した。併せて、高齢者との同居の有無、高齢者に対する感情のアンケート調査と東大式エゴグラムを実施した。　学生の記録に、「患者に思いを巡らす」にあたる記述がみられるようになる時期と、教員が転換点を迎えたと判断する時期がほぼ一致していた。高齢者に肯定的な感情を持っており、東大式エゴグラムで「世話やきタイプ」「適応タイプ」の学生は、実習の早い段階で転換点を迎えていた。高齢者に対して「肯定的」な感情を持っておらず、東大式エゴグラムで「現実無視タイプ」「管理者タイプ」の学生は、実習の後半になって転換点を迎えていた。　学生が、早期に「患者に思いを巡らす」、すなわち、高齢者の立場になって考えることができるように、教員は学生の性格や背景を考慮しながら指導することの重要性が示唆された

A study of temperature of disposable Glycerin Clyster Soln : compare the preparation procedure

ディスポーザブルグリセリン浣腸液の温度が，準備方法によって，適温といわれている４０～４２℃や先行文献から得られた３７．５～４０．５℃を維持するために，時間的にどのような温度変化を生じるのかを明らかにするため実験を行った．実験方法は，５０℃と４０℃の加温温度で，袋をはずして加温する方法と袋のまま加温する方法で行った． その結果，ディスポーザブルグリセリン浣腸液を４０℃で加温した場合，グリセリン浣腸液の最高液温は３８℃までであった．５０℃で加温した場合，５～７分で液温は４０℃に上昇し，その後わずかな時間で４０～４２℃以上となった．ディスポーザブルグリセリン浣腸液を５０℃で加温した場合，グリセリン浣腸液が最高液温から再度４２～４０℃になるまでは，３０～４０分の時間を要した．液温４０～４２℃の持続時間は，加温を始めた時は約２分４０秒間であったが，下降してきた時は約１８～２０分間であった． 浣腸液の準備は液温が上昇している時の浣腸液を取り出して準備するより，下降している時の浣腸液を取り出して準備する方が，液温４０～４１℃の持続時間は長く４３℃以上に上昇しないため安全といえる．We studied how to prepare and to maintain an adequate temperature for a disposable Glycerin Clyster Soln in two ways. One is to keep temperature with ４０～４２℃ that is to be said appropriate in general , and other is to use temperature of ３７．５～４０．５℃ with the reasons of past recommendation. The experiments were done under the two different temperature used, to warm an enema solution with ４０℃ and ５０℃． We found the temperature of enema solution did not reach no more ３８℃ by soaking with ４０℃ solution. It took ５～７ minutes in reaching ４０℃ by soaking with ５０℃, and immediately past the ４０～４２℃. When we placed the enema solution into the solution with ５０℃, it took ３０～４０ minutes in reaching the previous temperature of ４０～４２℃．It took２minutes４０seconds in reaching from ４０℃ to ４２℃（method Ⅰ），and took １８～２０ minutes from ４２℃ to ４０℃（method Ⅱ）． We believe the method Ⅱ is safer than the method Ⅰ, because of not having a chance of mucous membranes to be damaged by the process

本学における看護技術教育に関する教育内容の工夫

本研究の目的は看護技術教育として位置づけられている看護ケア方法論の授業内容を見直し，教育内容の精選および授業方法の改善，今後の課題を明らかにすることである．対象は「看護ケア方法論A，B，C」（２００１年度秋学期～２００２年度秋学期）の授業展開方法と教授内容についてである．研究から得られた結果は次のとおりである． １．看護ケア方法論の講義組み立ては，基本動作を統合するという一連の流れになっておらず，技術の項目を独立して教授していた． ２．改善点 １）基本動作を統合して看護技術を組み立てるような講義組み立てにし，基本と応用を明確にして教授する． ２）学習した知識を対象の特性に合わせ，応用展開する授業を行う． ３．課題 講義・演習・実習の有機的な組み立てを考える．In this study, we made after this clear, reconsidered the curriculum of Nursing Care Method which is regarded as nursing skill instruction, and discussed the selection of the program of study and the new process of learning. Especially, we studied the syllabus planning and the instruction about “Nursing Care Method A, B, C” (from the autumn term in 2001 to the autumn term in 2002.) The following is effective we acquired through the study. １．It was not a series of flow that we unify fundamental movements about the structure of “Nursing Care Method” and we were instructed skill item in independence. ２．Point of improvement １）We unify fundamental movements and construct nursing skills. And we make clear the fundamental and application about nursing skill and teach them. ２）Acquired knowledge allows one to be able to manage the objective individuality and offer the applied course. ３．Problem We should consideration the best construct of the lecture, the exercise and the practice