課題別看護における授業効果の検討 : ラベル新聞の活用を試みて

課題別看護においてラベル新聞を活用し,授業効果の検討を行った.結果,毎回の学びのラベル新聞を活用することで,学生はグループの学びを共有し,学習の方向性が明確になり,次回の学習課題が明確になることや,教員はラベル新聞の報告を受けることで,話し合いの内容や参加状況の把握ができ,指導方向が明確になることがわかった.また,中間報告会は,学生の自主的な企画・運営・積極的な意見交換の場となり,授業効果が見られ,参画学習への発展の場となることが考えられた. We utilized labeling newspaper in nursing classes for each task, and assessed the effectiveness of the classes. From the assessment we obtained the following outcomes; by using labeling newspaper in each class, students could share the information with other groups, identify the direction and the purpose of learning, and have a clear understandings of next objectives for the following classes, through the report in the labeling newspaper, instructors were able to understand the content of the class discussions and the status of the students' participation, and determine the teaching strategies to facilitate students' learning. Furtherer more, the session for the interim reports, that was voluntarily organized and conducted by student provided the opportunities for students to exchange ideas and opinions actively, and for teachers to observe the effectiveness of the class. We also found that the session provided the opportunities to develop the learning in which involves in planning, organizing and conducting projects

学生が老年看護学実習場面を通してとらえた高齢者看護観

老年看護学実習中に記載された実習のまとめ用紙の分析を行い,実習場面を通してとらえた高齢者看護観について検討した.結果,《余暇活動》《コミュニケーション実施》《アクティビティケア実施》場面等,高齢者に変化が現れた場面から看護の必要性が認識されていた.実習場面を通して捉えた高齢者看護観は,【高齢者の人生史の理解と対象の立場に立ち受容する看護】【気分転換活動や残存機能の維持・QOLの向上】【感情表出とQOLの向上】【対象の能力の理解と自尊心を尊重する看護】【身体的・精神的・社会的側面から捉えた対象理解と個別性のある看護】【看護の喜びと継続看護】に分類された.Students' concepts of elderly nursing obtained through laboratory learning were studied by analyzing the summary sheets in which it is described how to define elderly nursing. The results indicate that changes appeared on the elderly while they were participating in leisure activities, making communications, and receiving activity cares with assist of nursing students. Through these experiences, students recognized that the availability of nursing could help the elderly to maintain their better quality of life. The students' concepts of elderly nursing perceived through practical situations can be classified into 6 categories : (1)Nursing to be provided with accepting and understanding the life history and circumstances of elderly subjects, (2)Activities for diversion, maintenance of remaining systemic functions, and improvement of life quality, (3)Helping elderly subjects express their feelings and enhance their quality of life, (4)Nursing to be provided based on understanding of elderly abilities and respecting self-esteem of individual elderly subjects, (5)Viewed from the points of physical, spiritual, and social aspect, (6) Pleasure of nursing and its continuous contribution"

老年看護学実習における看護技術体験率と技術教育のあり方

本学で作成した老年看護学実習技術体験項目表を用い,技術水準1〜3の体験率及び全く体験されなかった体験率を明らかにし,老年看護学における技術教育のあり方を検討した.体験された項目の多くは日常生活援助技術であり, 80%以上学生が体験できた項目数は水準1・2共に3項目であり, 60%以上の学生が体験した項目数は水準1では11項目,水準2は10項目,水準3は0項目であった.結果,老年看護学において看護実践能力を育むための技術教育のあり方について以下のような結論が得られた. 1. 水準2・3項目内容の見直をするとともに,水準1での技術体験の推進をするために,実習施設との調整の必要性. 2. 学内技術演習や学内技術演習試験等の講義内容の検討の必要性. 3. 必ず体験させたい技術項目の明確化の必要性が示唆された. Using a table of practical skills experienced in gerontological nursing, created in this study, we clarified the experience rates of skills experienced in skill levels 1 to 3 as well as those not experienced at all, to study the effectiveness of training instructions in gerontological nursing. Most of the experienced items were daily life assistance skills. Over 80% of the students experienced 3 items in levels 1 and 2, over 60% of the students experienced 11 items in level 1, 10 items in level 2, and 0 items in level 3. The results of this study suggest the following conclusions for training instruction methods in fostering practical nursing abilities in gerontological nursing practice. 1. There is a necessity to review items in levels 2 and 3 and to make adjustments with practice facilities to promote practical items in level 1.2. There is a necessity to examine the contents of lectures such as on-campus practice and on-campus practical skill tests. 3. There is a necessity to determine which skill items must be experienced by students

課題別看護における授業効果の検討 : コメントラベルの活用を試みて

課題別看護の授業の中で中間報告会時にコメントラベルを活用し,授業効果の検討を行った.結果,学生自ら積極的に授業に参画する姿勢が形成された.中間報告会は,学生の自主的な企画・運営,積極的な意見交換の場となりコメントラベルでの新たなラベルケーションが生まれ,個々の学びとグループの学びを共有でき,お互いの学びを尊重しあう結果となった.また,質問ラベルへの返答は誠実性・思いやり・責任感の態度形成に効果的であった.学びの自覚化にも効果的であり,更なる参画学習への発展の場となることが考えられた.We utilized labeling newspaper in nursing classes for each task, and assessed the effectiveness of the classes. From the assessment we obtained the following outcomes by using labeling newspaper in each class, students could share the information with other groups, identify the direction and the purpose of learning, and have a clear understanding of next objectives for the following classes, through the report in the labeling newspaper, instructors were able to understand the content of the class discussions and the status of the student participation, and determine the teaching strategies to facilitate student's learning. Further more, the session for the interim reports, that was voluntarily organized and conducted by student provided the opportunities for students to exchange ideas and opinions actively, and for teachers to observe the effectiveness of the class. We also found that the session provided the opportunities to develop the learning in which involves in planning, organizing and conducting projects

ラベルワークを活用した老年看護学実習における学びの分析

ラベルワークを活用した老年看護学実習における学びの内容を分析し,実習目標に照らした実習評価を行い,実習指導のあり方を検討した.結果,実習目標はほぼ達成されていた.特に,看護過程に関する学習や,高齢者観・看護観についての学習は深められていた.一方,社会的側面についての理解やソーシャルサポートシステムの学習は不足しており,カンファレンスや学習の機会を捉えたタイムリーな学習強化の必要性が示唆された.また,老年看護学実習目標に該当しない学びや,基礎看護学実習I・II,成人看護学実習Iの目標に該当する学びも見られた. We analyzed what students had acquired from the labeling works in the elderly nursing science training, assessed the students' achievements toward the objectives, and examined the effectiveness of training instructions. The results showed that the training objectives have been nearly attained, especially, the learning related to the nursing process, the view of the elderly and nursing science have been deepened. On the contrary, the understanding of social aspects and social support systems are not fulfilled, which indicates the necessity of timely improvement of the learning through conferences and learning opportunities relevant to social aspects and social support systems. We also observed the learning that was not listed on the objectives of elderly nursing science training or those were listed on the objectives of fundamental nursing science I/II and adult nursing science I

新人看護師の看護実践上の困難と基礎看護教育の課題

本研究の目的は,本学を卒業した新人看護師の看護実践上の困難から,今後基礎教育で強化が必要な課題を明らかにすることである.2005年に筆者らの研究^で抽出された「専門知識の不足・経験不足による援助技術実施困難」「専門知識・経験不足で予測ができないことによる危険の誘発」「ケア提供の未熟さによる自己への否定的評価」「多様な患者との人間関係形成過程での緊張」「職場の人間関係形成過程・サポート体制へのとまどい・緊張」「ケアの効果の確認,問題解決行動の自己効力感の獲得」の6つのコアカテゴリと新人看護師が強化希望する内容との関係を検討した結果,(1)基礎看護技術の演習の強化,(2)臨地実習において看護学生が行う基本的な看護技術の水準に基づき各領域毎に実習施設側との連携の強化と体験の強化,(3)実習開始前の事例を用いた技術統合演習の実施,(4)卒業前の技術トレーニング・医療安全教育の実施,(5)個々の学生に学習の動機付け・環境整備(対人関係を含む)の必要性が示唆された.The purpose of this study is to identify the issues that must be emphasized in future fundamental education by investigating the difficulties in nursing practice encountered by freshman nurses who graduated from this college. We examined the correlation between issues that freshman nurses wanted to be emphasized in the nursing education and the following 6 categories were derived from the previous study conducted by the author and others in 2005 : [Difficulties involving with assistant skills due to lack of technical knowledge and experiences], [Induction of danger due to lack of technical knowledge and experience (inability to predict danger)], [Negative self evaluation resulted from immature skills for providing cares], [Stress induced by forming relationship with (ethnically, culturally, etc)diverse patients], [Confusion, embarrassment or stress from person to person relationship in the working place and supporting system] and [Confirmation on effects resulted from care], obtainment of self-efficacy developed by problem-solving behavior. The result of this study suggests the necessity of following educational challenges; (1) To emphasize fundamental nursing skill practice, (2) To strengthen the cooperation with each clinical facilities where nursing practice is taken place and emphasize the experiences to be acquired by students in the clinical setting according to the standard of basic nursing technique, (3) To implement practice including techniques that were applied to deal with the cases occurred before initiation of clinical practice, (4) To implement technical training and medical safety education before graduation, (5) To motivate individual student to learn, to improve environment (including interpersonal relationship

基礎看護学実習Iにおける技術体験 : 実習要項見直し前後の比較

本研究の目的は,基礎看護学実習Iの目的・目標・方法見直し後の8期生が,どのような技術をどの程度経験できているか,また,見直し前後の技術体験の違いの有無を明らかにすることである.対象は,基礎看護学実習Iを終了した一年生85名で,厚生労働省の看護基礎教育における技術教育のあり方に関する検討会報告書による「臨地実習において看護学生が行う基本的な看護技術の水準」に基づき作成した本学の技術体験項目のうち,水準1に焦点をあて,技術体験状況を分析し,見直し前の7期生と比較した.その結果,1.「必ず実施する援助」「機会があればできるだけ実施したい援助」の18項目すべてにおいて,体験率が増加していた.2.60%以上の学生が体験できた技術は,前回の4項目(バイタルサインの観察,清拭,療養生活環境調整,移送)から10項目(バイタルサインの観察,食事介助,清拭,療養生活環境調整,ベッドメーキング・リネン交換,スタンダードプリコーション,部分浴・陰部ケア,体位変換,移送,寝衣交換など衣生活援助)に増加した.この結果は,目的・目標・実習方法の見直しとそれに基づく教員・指導者間の連携の強化によるものと考えられる. The aim of this study is to reassess the objectives, the goals, and the method for the fundamental nursing science practicum (I), to verify what types of the skills and how far students have experienced the skills, and to identify the differences in the experiences of skills between the first grade students who completed the practicum (I) after review and the second grade students who completed the practicum (I) before review. We focused on Standard (I) of practical items of our school's to analyze skills that the students experienced in the nursing practicum. Those items had been drawn based on "The standard for the fundamental nursing skills in the clinical training" described in the investigative commission report of Health, wealth Labor Ministry, which is related to the nature of the education for nursing techniques in the fundamental education. The findings were as follows; 1. The objectives, the goals, and the methods for the fundamental nursing practicum (I) were reassessed. Through this assessment, the coefficients of the experiences increased in the all 18 items for practical program including "Cares without any fail to be practiced", "Cares that are desired to be practiced if possible". 2. The techniques, that were experienced by 60% of the students, increased from4 items (vital sign check, dry bath, adjustment of the environment of life in hospital, patient transfer) to 10 items (vital sign check, assistance with meals, dry bath, adjustment of the environment of life in hospital, bed making, linen exchange, standard precaution, partial bathe, pubic care, changing position, patient transfer, exchanging clothing including gowns). These improved results are considered due to the reassessment of the objectives, the goals, and the methods, along with the enhanced partnership between teachers and instructors based on the findings of this analysis

新人看護師の看護実践上の困難の分析

本研究の目的は,新卒看護師が就職直後の4月から8月にかけての5ヶ月間に直面した困難について明らかにすることである.2005年3月に卒業し,5つの実習病院に就職した新人看護師21名を村象に半構造化面接法による面接を行った.分析にあたっては,舟島の看護概念創出法を用い,「この経験は,新人看護師の看護実践能力習得という視点からみるとどのような困難経験か」という持続比較のための問いをかけた.その結果,「専門知識の不足・経験不足による援助技術実施困難」「専門知識・経験不足で予測ができないことによる危険の誘発」「ケア提供の未熟さによる自己への否定的評価との直面」「多様な患者との人間関係形成過程での緊張」「職場の人間関係形成過程・サポート体制へのとまどい・緊張」「ケア効果の確認,問題解決行動の実施による自己効力感の獲得」の6つの説明概念が抽出された.The aim of this study is to determine the difficulties confronting recent college- grad nurses during 5 months from April to August right after finding employments. By using nonstandardized interview method, we interviewed to 21 each nurse who graduated college in March 2005 and obtained an employment at five different practical training hospitals. In the analysis, we utilized Funashima's "The generation method for the concept of nursing" to ask those nurses as continuous comparisons to identify the difficulties experienced from the acquisition of nursing practice perspectives. Thereby, we have extracted six concepts that could be explained including; "the lack of technical knowledge and the lack of experiences resulting in the difficulties of delivering aiding skills", "inducing risks resulting from the inability to predict risks from the lack of technical knowledge and experience", "the confrontation against negative self assessment derived by immature care providing skills", "the stress developed over the course of the process of forming relationships with diverse patients", "feel embarrassment and stress toward the process of the relationship formation with peers and supporting systems", "identifying the effectiveness of care giving and obtaining own efficacy brought by problem solving"