15 research outputs found
3幎課çšçè·åŠçã®ãçè·ç 究ããžã®åçµã¿ãšæè²è©äŸ¡ : æ¬åŠã®2000幎ãã2004幎ã®5幎éã®åæ
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ä¿®ç§ç®ã§ãããçè·ç 究ãã«ã€ããŠã1997幎ã«åŠçã®åãçµã¿ã®ååã«ã€ããŠèª¿æ»ããŠããããã®çµæãç 究ããŒããå€å²ã«ããããç 究察象ãåºç¯å²ã«è¡ãããŠããããŸããç 究åæ©ã¯èšå°å®ç¿ã®çŽæ¥äœéšãšããŠäºäŸç 究ãå€ãå®æœãããŠããäºãæããã«ãªã£ãŠããã1997幎ã®ã«ãªãã¥ã©ã æ¹æ£ããããçè·ç 究ãã®ææ¥å±éã«ã€ããŠä¿®æ£ãå ããŠãããä»åãçŸåšã®ãçè·ç 究ãã®åçµã¿ãè©äŸ¡ããæå°äžã®èª²é¡ãæããã«ããããã«ã2000幎ãã5幎éã®åŠçã®ç 究è«æãåæããããã®çµæãåå調æ»ãšæ¯èŒããŠãå®ç¿äœéšããç 究åæ©ãåŸãè«æãæžå°ãããŸããäºäŸç 究ãã調æ»ç 究ã®æ¹æ³ãéžæããŠããåŠçãå¢å ããŠãããç 究çºè¡šã®æ¹æ³ãåå調æ»æãšæ¯èŒããŠãèŠèŠçãªçºè¡šæ¹æ³ã«å€åããŠããããšãããã£ãããããã®çµæãåºã«ããçè·ç 究ãæå°ã®èª²é¡ãšããŠãåé¡ã®æ確åã«çŠç¹ãåœãŠãæå°ã®å¿
èŠæ§ããITã®æŽ»çšã«å¯Ÿããæå¡ã®èœåéçºãå«çå§å¡äŒã®èšçœ®ãçºè¡šæ¹æ³ã«ã€ããŠãªã©æ€èšãèŠãã課é¡ãæ確ã«ãªã£ããAccording to the research conducted in 1997 on students\u27 trends of "Nursing Study," a required subject in the nursing department of three-year college, themes and subjects covered a broad range and many case studies were done. Since curriculum revision in 1997, how to teach "Nursing Study" has been modified. This time, students\u27 research papers during 5 years from 2000 to 2004 were analyzed to evaluate students\u27 approach to "Nursing Study" and clarify the problems in teaching. Compared with the last results, few students gained the motivation of the paper from the experience of practical training and the students who selected the method of survey study rather than that of case study increased in number. Their presentations changed into more visual ways. These results suggest that teachers focus on clarification of the theme, improve IT skills, establish an ethics committee and consider ways of presentation
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èŠã§ãããNursing technique education by which students can learn nursing techniques at school to the level of clinical nursing practice is an urgent issue. Therefore, we developed a checklist for both self-evaluation and evaluation by others so that students can periodically exercise assistance techniques. As a result, students who answered that they used the checklist, or the checklist was useful stated that they can perform daily life assistance technique items except "assistance in toileting." Thus, exercise using the checklist contributed to learning of the techniques. Evaluation by others showed that the checklist can be an objective parameter, and reflection of their own techniques enables them to notice their own inadequate points. Nurses should perform nursing practice after learning the techniques to certain levels. In the future, evaluation is necessary to use the checklist not only before basic nursing practice but also before nursing practice in each area
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èŠã§ãããIn nursing education, it is most urgent to train nurses with scientific knowledge and practical skills of nursing. We started "General Practice" in 2005 in order to develop students\u27 ability to evaluate patients\u27 situations and act on them among other skills. After the practice, we asked the students to write down their comments on the practice and we have got effective comments from 53 students (85.5%). The students combined the requirements seeking patients\u27 safety and comfort. They feel that they must practice more on their skills. As instructors, we came to know that we need to contrive ways to practice after the instruction. We found that in "General Practice," the students learn from their exchanges of each other\u27 s opinions. It works as the summary of the course effectively
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¥åŠçã®ç¹åŸŽãšããŠ,é«çåŠæ ¡ã«ãããç©çãååŠç³»ã®ç§ç®ã®éžæçãåŸæ¥ããé«ã,å奜調æ»ã§ãç©çåŠããã³ååŠã奜ããšã®åçãå¢å ãããWe investigated options of science subjects in high schools and science literacy among the nursing students enrolled in Niimi College in the Summer Semester of 2005 based on the studies performed in 2003 and 2004. The results were almost identical to those reported in the previous papers (The Bulletin of Niimi College 24, 113-120, 2003 and 25, 43-51, 2004) but some details. Most of the students studied Biology systematically in high schools, especially the Basic Biology (named Biology IB). More students studied chemistry and physics in high schools and were interested in the subjects than before. They were interested in natural science; however, their concern had a tendency to be limited to biological fields. The analysis of their preference for sciences suggested that most of the students did not recognize scientific fields as objects of intellectual curiosity but only school science subjects. Relation among their scientific knowledge, options of science subjects in high schools and preference for sciences is also discussed
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å ±åŠçæè²ã®ã«ãªãã¥ã©ã ãšã·ã¹ãã ãäžå®ã®å¹æãäžããŠããããã§ãããWe aimed to improve the information processing education of Niimi College. We investigated skill of the information processing before and after our lectures. Research contents were basic operation of personal computers and accomplishment of each software. As a result, a lot of students learned the personal computer in their junior high school days. Basic operation of the personal computer improved while using software. The number of students who answered, "I am not so confident to use it" decreased sharply after the lecture of wordprocessing. Students came to be able to handle equations and easy functions in the spreadsheet. The progress about the skill of each software went up greatly in proportion with numbers of the study hours. The new curriculum and the new system of the information processing education started in 2005 seem to be effective
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èŠããããIn March, 2003, the Ministry of Health, Labour and Welfare proposed the levels of practice performed by nursing students in clinical training. In our college, the contents of "Clinical training experience records" were changed in 2005. In this study, we surveyed the degree of experience in students before graduation to clarify the degree of students" experience according to nursing skill levels before the changes in "Clinical training experience records" as basic data for future surveys. As a result, the major items showing a high degree of experience were the following daily life assistance skills: "environmental adjustment skills," "cleanliness/clothing assistance skills," "activity/rest assistance skills" and "infection prevention skills." The major items showing a low degree of experience were the following skills with high difficulty among treatment assistance skills: "emergency and critical care skills," "drug administration skills," "respiration/circulation stabilization skills," and "comfort securing skills." Since observation in clinical training was rarely performed for "emergency and critical care skills," enrichment of seminars in the colege is necessary. Students" awareness should be enhanced so that they can experience Level 1 of the nursing skill levels
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èŠã§ãããTo improve students skills, we changed the curriculum in fiscal 2005 by increasing the hours for assisting skills by 30 hours. In this study, the usefulness of the checklist used as a textbook for the students and their level of mastering skills were evaluated. 1. The checklist was useful for common skills such as those in the nursing course and physical assessment. However, the level of mastering these skills was low. In particular, in communication, the mastering of skills using the checklist requires further consideration. 2. In items of skills assisting in daily living activities, both the usefulness of the checklist and the level of mastering were high. Since these items were included in those for checking and tests of practical skills by instructors and assignments after training, self-practice by students may have been promoted, influencing results. 3. The checklist was useful for assisting skills associated with physical intervention, but the level of mastering these skills was low. In skills associated with injection, checking of skills such as tests of practical skills is necessary. 4. The checklist requires further evaluation such as the re-evaluation of the checklist contents such as common techniques and the evaluation of its utilization methods
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èŠã§ãããWe introduced case studies in 2003, and changed the presentation style in 2005 in the teaching unit of social resources related to the raising of children in the classes of pediatric nursing, and evaluated their effects by annual comparisons. As a result, understanding of the students concerning social resources and their interest in subjects other than those assigned to them were improved, but the cases were not sufficiently utilized. Concerning the presentation style, methods using visual materials were suggested to be effective. Evaluation of educational methods to enhance the students\u27 understanding of social resources so that they may readily use them as convenient systems in the future is necessary
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ã®å®¶æã®åå¿ã·ã¹ãã ãžã®çè·ã±ã¢ã®æ©èœãæ°ãã«æœåºããããIn intensive care nursing, it is difficult to have human relationship between patients and nurses, and to care them as human beings. I had a computer search to analyze function of intensive care nursing with key words in previous nursing literature for the past fifteen years, using a study of relationship between respond system of patient and nursing function at intensive care unit (Kamiizumi Kazuko, 1994). There are 52 studies concerned with patients, 18 concerned with family of patients. In studies concerned with patients, there are 39 items of survey studies, 3 of case studies, 9 of experimental studies and 1 of literature report study. In studies concerned with family of patients, there are 10 items of survey studies, 5 of case studies and 3 of experimental studies. As the results, I recognized following new nursing functions: protective function for patients\u27 protective system physically, support function for protective system, clinical function for life support system, the other functions for respond system of patients to death and family of patients
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¥æµŽãé£äºä»å©ãæè¡å Žé¢ãªã©ã§å€ãã¿ãããããŸãåãå®ç¿ã®ç©ã¿éãã«ãããŠã¯å¯ŸåŠéçšã¯åããããããäžæããŠãããæå¡ãåŠçã®èãã®æ©æž¡ããè¡åãèªããããšã¯ãåŠçã次ã®è¡åãèµ·ããã察åŠã¬ãã«ãäžããèŠå ã«ãªã£ããæå¡ã¯åŠçã®ãžã¬ã³ãã®å¯ŸåŠéçšãã©ã®æ®µéã«ããã®ãææ¡ããæå³çé¢ãããéèŠã§ãããThe purpose of this study is to clarify the factors of changing students\u27 coping process with nursing dilemma. Three students\u27 records were analyzed by using Mizuno\u27s study framework on ethical education. Moving of practical training sites, the contents of nursing dilemma, and teachers\u27 way of coping had many correlations with students\u27 coping process. After changing practical sites, students showed low coping levels with the dilemma felt under unfamiliar circumstances. These low levels were often seen in the situations of bathing assistance, meal assistance and operations where hospital staff has firm policies. In repeating the same training, the coping level kept the same or became higher. Teachers\u27 attitude of accepting students\u27 action and bridging between students and staff or patients was a factor of students\u27 initiating the next action and raising coping levels. Teachers should recognize students\u27 coping levels and intentionally instruct them