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èŠã§ãããGetting enough sleep on a daily basis is essential for the growth and development of children. Among children going to kindergartens or nursery schools in the city of A, it was most common to get up at 7:00 and go to bed at 22:00. The time of going to bed varied from 18:30 to 23:00 in kindergarteners, and from 20:00 to 23:00 in nursery school children, showing a significant variation in each group, and there were 11 children who went to bed at 23:00. Regarding the TV/video viewing time, a daily mean of 120min was the most common, with a significant variation in each group. There were even a few 2-year-olds going to bed at 22:00 or later, indicating young children\u27s daily rhythms shifting to later hours. Following an appropriate daily rhythm and lifestyle from early childhood is important for the person\u27s future health. As a starter, it may be necessary to consciously practice, with the whole family, the "go to bed early, get up early, and have breakfast" strategy to improve children\u27s lifestyles, proposed by the Ministry of Education, Culture, Sports, Science and Technology. It was also notable that children in both groups stayed indoors for most of their playtime. Playing and activities promoting the growth of children allow them to develop social skills and learn many things necessary for their independence. When enjoying children\u27s company, it is necessary for adults not to behave as guardians of children\u27s security, but to positively interact with them in their hobbies or something they are good at
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å¢ã«ããé¢å¿ãé«ããŠãã姿å¢ãæã¡ç¶ããŠã»ãããšèãããThis study aimed to clarify changes in students\u27 research themes and interest in the area of community nursing from their nursing studies over the past 9 years, and obtain suggestions for improvements in education. Of 562 graduation theses written by students in our department during the period of 1999 to 2007, 93 addressed issues in the area of community nursing. The study themes were roughly classified into two categories: "lifestyles and health" and "home nursing." The former category, consisting of 6 subcategories, largely involved two types of study: 15 "studies on lifestyles in light of the life cycle" and 20 "studies on attitudes toward health and how it should be." These studies targeted people at all stages of life, and covered an extensive geographic area. They had themes reflecting the social background, addressing issues that attracted interest from society at the time. It is important to develop an interest in "health," the subject central to nursing. We hope that our students will maintain an attitude to further their interest in its various factors and effects in the context of the times and social conditions
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èŠããããThe community nursing course provides "training in the school nurse\u27s office," a practice assigned to the specified subject "community health guidance theories-school health." Each college is permitted to arbitrarily design training for students to obtain the class II nursing teacher qualification. However, our college puts emphasis on real experience to allow students to successfully integrate theories and practices by themselves, even though the license is basically given to all applicants. This study was intended to clarify the condition of students\u27 learning from their experience of nursing teacher\u27s work in the practice. Although a significant difference was found in the number of codes extracted from each college year, nine categories related to the training goal were observed: "understanding of health education," "a nursing teacher\u27s roles," "a nursing teacher\u27s activities," "cooperation with others," "understanding of safety management," "understanding of the target," "roles of a school nurse\u27s office," "school health plans," and "onsite challenges." The results suggest the necessity of continuously discussing and cooperating with nursing teachers on site to come to a consensus on requisites for better guidance in the practice
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Clinical training plays an important role in nursing education. In the clinical training, cooperation of clinical training institutions and instructors, and strengthening of mutual understanding and leadership are indispensable. In the clinical training institutions\u27 liaison conferences for the three years in 2000-2002 of the Department of Nursing, Niimi College, lectures and workshops were done under the main theme, "The Risk Management in Clinical Training." The titles of the lectures were "The View of the Risk Management in the Medical Settings" (2000), "Risk Management of the Nursing Settings" (2001), and "The View of the Risk Management in Clinical Training" (2002). The "Incident" examples inclinical training were used in the workshops