ターミナルケアの授業における学生の死生観に関する検討

本学看護学科3年次生に開講されているターミナルケアの授業を通して学生の死生観の変化を明らかにし今後の教育の方向性を模索することを目的に授業前後で質問紙による調査をした。対象は,本学看護学科3年次生,50名であり,期間は平成18年4月,7月の2回である。その結果,以下のことが明らかになった。1)死別体験,葬儀参列の体験が8～9割があり体験率は高いと言えた。2)死に対する態度の尺度,死生観尺度,死のイメージ尺度(SD法)の授業前後の比較では授業後が有意に高かった。このことから,授業は学生の死生観が肯定的に変化することに大きな意義を持っていたと考えられた。3)死別体験・葬儀参列の体験・看取り体験と各尺度との関連は一部を除いて有意差はなかった。このことから看護学生の死生観を形成する上でこれらの体験は大きな影響を及ぼしていないと考えられた。4)授業は,専門の講師からの講義や学生が自ら死について考えられるような教材であったが,授業後においても死を否定的に考える学生もいるので今後の授業内容の検討が必要であると考えられた。今回の調査より,ターミナルケアの授業は,学生の肯定的な死生観育成に大きな影響を及ぼしていた。しかし,授業後においても死を否定的に捉える学生はいるので,授業のあり方の継続的な検討が示唆された。This study was conducted to determine changes in students\u27 view of death after they have completed the course on terminal care for third year nursing students, so as to help us decide on how the course should be taught in the future. Fifty students were surveyed before and after the course in April and July of 2006. The study revealed the followings. 1) As high as between 80 and 90% of the students have had death in their family or attended a funeral. 2) The semantic differential scales on attitude toward death, view of death, and image of death were significantly higher after students completed the course, suggesting the lectures played an important role in the positive change on students\u27 view of life-and-death. 3) The relevance of the experience of bereavement, funeral attendance, or seeing someone die on these scales was largely insignificant, indicating these experiences do not have any great influence on how a nursing student developed his or her view on death. 4) The course consisted of lectures by instructors specialized in this field and discussions among students about their own thoughts on death. The fact that some students still thought about death negatively after completing the course suggests that the contents of the course work should be reevaluated. The surveys revealed that the course on terminal care had a great impact on helping the students to develop a positive view on death. Nevertheless, the fact that some students continued to think of death negatively suggested there is still a need to reevaluate how the course has been taught

自己効力感を高める実習前演習のあり方の検討

本学看護学科3年次生に実施している実習前の演習に対して,自己効力感を高めるような演習をした。その演習終了後と成人看護学実習1クール終了日の2回に質問紙による調査をした。対象は,本学看護学科3年次生45名である。その結果,以下のことが明らかになった。1)臨地実習前演習の自己効力感は,「臨地実習前演習の自己効力感尺度」の因子分析より【対象理解】【他者との関係性の構築】【基礎知識の理解の必要性】【看護過程の理解】の4因子を抽出した。この中で,【対象理解】【他者との関係性の構築】の平均値が高かった。2)臨地実習前演習の自己効力感に影響を及ぼす因子は,その因子分析より【看護に関する能力】【強い不安】【グループワークの課題達成】【課題達成への要素】の4因子を抽出した。この中で【課題達成への要素】が代理体験として自己効力感に影響を及ぼす重要な要因であった。3)【対象理解】には,【課題達成への要素】である代理体験が重要であった。4)効果的な臨地実習前演習のあり方は,学生は【対象理解】をするという看護の本質を代理体験として演習の中で教員や友人の言動をみて学ぶことや友人の学ぶ姿を体験することであった。それは,学生が主体的に演習内容を決定し,教員はそのことを支持しつつ,モデルを示すことであった。今回の調査より,演習・実習後を通して自己効力感を高めることに視点をあてた演習は有効であると言えた。今後,更なる実習効果を目指して教育的な関わりの継続的な検討が示唆された。Pre-practical-training exercises were conducted on third year students of nursing by the Department of Nursing, Kagoshima Immaculate Heart University with the intention of increasing self-efficacy. Survey questionnaires were administered on two occasions : after the completion of the exercises and on the last day of "Adult Nursing Practical Training I ." The respondents were 45 3 year students of the Department of Nursing. Survey Results are listed below. 1. Using factor analysis and a "pre-clinical-training-exercises self-efficacy scale," we extracted four factors for the self-efficacy of pre-clinical-training exercises. These were : "object understanding," "building relationships with other people," "the importance of understanding basic knowledge," and "understanding the nursing program." Of these, mean values were high for "object understanding" and "building relationships with other people." 2. Looking for primary factors that influence the self-efficacy of pre-clinical-training exercises, we used factor analysis to extract four factors : "nursing ability," "strong anxiety," "collaborative problem solving," and "elements for problem solving." Of these, "elements for problem solving" was a primary factor that used vicarious experience to influence self efficacy. 3. The vicarious experiences from "elements for problem solving" were important for "object understanding." 4. An effective pre-clinical-training exercise was students vicariously learning "Object understanding," the principles of nursing, by observing the behavior of instructors and friends in the exercises and observing them learn. Here, students independently determined exercise contents and the instructors acted as role models and assisted them. This survey demonstrated the efficacy of having conducted practical training exercises by focusing attention on exercises to increase self-efficacy. It suggested a future need for continued examination of the educational relationships in order to improve the effects of practical training

ターミナルケアの授業における学生の死生観に関する検討

P(論文)本学看護学科3年次生に開講されているターミナルケアの授業を通して学生の死生観の変化を明らかにし今後の教育の方向性を模索することを目的に授業前後で質問紙による調査をした。対象は,本学看護学科3年次生,50名であり,期間は平成18年4月,7月の2回である。その結果,以下のことが明らかになった。1)死別体験,葬儀参列の体験が8～9割があり体験率は高いと言えた。2)死に対する態度の尺度,死生観尺度,死のイメージ尺度(SD法)の授業前後の比較では授業後が有意に高かった。このことから,授業は学生の死生観が肯定的に変化することに大きな意義を持っていたと考えられた。3)死別体験・葬儀参列の体験・看取り体験と各尺度との関連は一部を除いて有意差はなかった。このことから看護学生の死生観を形成する上でこれらの体験は大きな影響を及ぼしていないと考えられた。4)授業は,専門の講師からの講義や学生が自ら死について考えられるような教材であったが,授業後においても死を否定的に考える学生もいるので今後の授業内容の検討が必要であると考えられた。今回の調査より,ターミナルケアの授業は,学生の肯定的な死生観育成に大きな影響を及ぼしていた。しかし,授業後においても死を否定的に捉える学生はいるので,授業のあり方の継続的な検討が示唆された。This study was conducted to determine changes in students' view of death after they have completed the course on terminal care for third year nursing students, so as to help us decide on how the course should be taught in the future. Fifty students were surveyed before and after the course in April and July of 2006. The study revealed the followings. 1) As high as between 80 and 90% of the students have had death in their family or attended a funeral. 2) The semantic differential scales on attitude toward death, view of death, and image of death were significantly higher after students completed the course, suggesting the lectures played an important role in the positive change on students' view of life-and-death. 3) The relevance of the experience of bereavement, funeral attendance, or seeing someone die on these scales was largely insignificant, indicating these experiences do not have any great influence on how a nursing student developed his or her view on death. 4) The course consisted of lectures by instructors specialized in this field and discussions among students about their own thoughts on death. The fact that some students still thought about death negatively after completing the course suggests that the contents of the course work should be reevaluated. The surveys revealed that the course on terminal care had a great impact on helping the students to develop a positive view on death. Nevertheless, the fact that some students continued to think of death negatively suggested there is still a need to reevaluate how the course has been taught

自己効力感を高める実習前演習のあり方の検討

P(論文)本学看護学科3年次生に実施している実習前の演習に対して,自己効力感を高めるような演習をした。その演習終了後と成人看護学実習1クール終了日の2回に質問紙による調査をした。対象は,本学看護学科3年次生45名である。その結果,以下のことが明らかになった。1)臨地実習前演習の自己効力感は,「臨地実習前演習の自己効力感尺度」の因子分析より【対象理解】【他者との関係性の構築】【基礎知識の理解の必要性】【看護過程の理解】の4因子を抽出した。この中で,【対象理解】【他者との関係性の構築】の平均値が高かった。2)臨地実習前演習の自己効力感に影響を及ぼす因子は,その因子分析より【看護に関する能力】【強い不安】【グループワークの課題達成】【課題達成への要素】の4因子を抽出した。この中で【課題達成への要素】が代理体験として自己効力感に影響を及ぼす重要な要因であった。3)【対象理解】には,【課題達成への要素】である代理体験が重要であった。4)効果的な臨地実習前演習のあり方は,学生は【対象理解】をするという看護の本質を代理体験として演習の中で教員や友人の言動をみて学ぶことや友人の学ぶ姿を体験することであった。それは,学生が主体的に演習内容を決定し,教員はそのことを支持しつつ,モデルを示すことであった。今回の調査より,演習・実習後を通して自己効力感を高めることに視点をあてた演習は有効であると言えた。今後,更なる実習効果を目指して教育的な関わりの継続的な検討が示唆された。Pre-practical-training exercises were conducted on third year students of nursing by the Department of Nursing, Kagoshima Immaculate Heart University with the intention of increasing self-efficacy. Survey questionnaires were administered on two occasions : after the completion of the exercises and on the last day of "Adult Nursing Practical Training I ." The respondents were 45 3 year students of the Department of Nursing. Survey Results are listed below. 1. Using factor analysis and a "pre-clinical-training-exercises self-efficacy scale," we extracted four factors for the self-efficacy of pre-clinical-training exercises. These were : "object understanding," "building relationships with other people," "the importance of understanding basic knowledge," and "understanding the nursing program." Of these, mean values were high for "object understanding" and "building relationships with other people." 2. Looking for primary factors that influence the self-efficacy of pre-clinical-training exercises, we used factor analysis to extract four factors : "nursing ability," "strong anxiety," "collaborative problem solving," and "elements for problem solving." Of these, "elements for problem solving" was a primary factor that used vicarious experience to influence self efficacy. 3. The vicarious experiences from "elements for problem solving" were important for "object understanding." 4. An effective pre-clinical-training exercise was students vicariously learning "Object understanding," the principles of nursing, by observing the behavior of instructors and friends in the exercises and observing them learn. Here, students independently determined exercise contents and the instructors acted as role models and assisted them. This survey demonstrated the efficacy of having conducted practical training exercises by focusing attention on exercises to increase self-efficacy. It suggested a future need for continued examination of the educational relationships in order to improve the effects of practical training