カンゴ ケンキュウ 2 キョウイク ヒョウカ ノ ケントウ : ガクセイ ト キョウイン ノ ジコ ヒョウカ ヨリ

　本研究の目的は，第一期生の「看護研究Ⅱ」の学習状況と指導状況について学生と教員の自己評価結果から明らかにすることである．対象は，看護研究Ⅱを受講した学生と指導に携わった教員で同意が得られた学生64 名と教員11 名である．方法は，看護研究プロセスの学習状況および指導状況を問う独自に作成した自己評価10 項目の自記式質問紙調査である．その結果，「研究テーマの設定」は学生60％以上，教員45％が「できた」と評価する一方，「文献クリティーク」は学生，教員ともに評価は低く文献精読の困難さとその指導の必要性が顕著となった．「研究計画書作成」は学生が「できた」と評価する反面，教員は「どちらとも言えない」と評価し文章表現等に指導を要していた．「データ収集」「データ分析」の自由記載からは学生，教員ともに限られた時間で苦慮している状況が確認された．「研究論文作成」「研究抄録作成」「研究発表」は学生，教員ともに50％以上が「できた」と評価し，70％以上が今後の臨床に役立つと評価していた．また，「看護研究Ⅰ」の学習と「看護研究Ⅱ」の学習の積み重ねを明確にする必要性が明らかとなった．The objective of this study is to examine the learning and teaching situations of the "Nursing Study II "course offered to the first year students enrolled in Bunkyo University\u27s four-year nursing program, by analyzing data from self-evaluations made by students and faculty members. The subjects were 64 students and 11 faculty members involved in the course and who gave written consent for participation. We originally created a selfrated questionnaire comprised of ten evaluation items that inquire about the learning and teaching situations pertaining to the nursing study process. As a result, 60% or more of the students and 45% of the faculty members replied, "Yes, I was able to set-up a research theme." However, both the students and faculty members rated "text critique" low, disclosing difficulty in reading text carefully and demonstrating the necessity of instruction in text reading. Pertaining to "writing a research plan," students replied, "Yes, I was able to write a research plan." On the other hand, the faculty members\u27 simple "Yes" and "No" answers revealed the necessity for more instruction in verbal expression. When asked to elaborate about "Data collection" and "Data analysis," the written comments revealed circumstances where both students and faculty members struggled with time limitations. For "research paper creation," "abstract creation," and "presentation," 50% or more of the students and faculty members replied, "Yes, I was able to do it," and 70% or more rated these items as useful for future clinical situations. Findings also indicated the necessity to emphasize the importance of accumulating knowledge through "Nursing Study I" and "Nursing Study II.

ボシ ホケン ソウダンイン カラ ミタ ゲンダイ カゾク ノ イクジ ヨウソウ

　本研究は、母子保健相談員がみている現代家族の育児の様相から、家族の育児支援への示唆を得ることを目的とした。母子保健相談を行っている相談員3 名に半構成的面接をおこなった。その結果、現代の家族の心配・困りごとは【過度にアトピーを心配する】、【離乳食の悩み】、【母親の資格に関わる母乳の出方】【体重増加は関心の的】【健診は合否判定の場】が抽出された。育児中の家族については【育児を知らない・子どもと関われないママ】、【ママの代わりができるパパ】、【介入し過ぎる祖母・しない祖母】に、育児支援については【安心を与える育児支援】、【親が育ち合える場の必要性】が抽出された。現代家族の育児様相は、父親は協力的に育児参加しているが、祖母は介入し過ぎる・しないの両極化であること、母親は子どもの関わり方が分からない、自分への育児評価が気になっていることが明らかになった。今後の育児支援については、母親に安心を与える育児支援、世代を超えて親子が集まり、親同士が育ち合う身近な場が必要であることが示唆された。　This study sought to obtain suggestions for parenting support for families based on aspects of parenting by modern families as noted by maternal and child health counselors. Semi-structured interviews were conducted with 3 counselors who provide advice on maternal and child health. Based on the results, concerns of or troubles facing modern families were “excessive concern about atopy,” “worry about the introduction of solid foods,” “expression of breast milk as it relates to a woman’s fitness as a mother,” “focusing on weight gain,” and“ passing or failing a health checkup.” Thoughts about families parenting a child were“ a mother who lacks knowledge of parenting and who is not involved with her child,” “a father who can take the place of the mother,” and“ a grandmother who meddles and one who does not.” Views on parenting support were“ parenting support that provides peace of mind” and “the need for parenting by both parents.” Aspects of parenting by modern families were found to be a father helping to parent with a mother, a strict dichotomy of a grandmother who meddles versus one who does not, a mother’s involvement with her child at an undetermined level, a selfcentered parenting approach, and concern about how one’s parenting is assessed. Results suggested that future parenting support requires parenting support that puts the mother at ease and intimate settings in which multiplegenerations of the family are assembled and both parents parent together

カンゴ ガッカ ニオケル カリキュラム ノ サイコウチク ト ソノ ガイヨウ

　本学科は，平成24 年度より新カリキュラムによる教育を開始した．平成21 年，教員間から現行カリキュラムについて，教育理念と教育内容の整合性，科目間における教授内容の重複や実習進度などの問題等が提起され，完成年度に向けて根本的にカリキュラムを再構築することになった．　再構築におけるカリキュラム特徴は，本学の教育理念に則り，加えて看護系大学の社会からの要請に応え①人間の生命の尊厳，倫理感を備えている，②ヒューマンケアリングの視点に立った看護実践能力，③他職種と連携，協働できる基礎的能力，④地域社会，国際社会に貢献できる能力，それらを有する人材の育成である．その構築過程は，看護の主要概念，内容の諸要素，教育理念，教育目標，学年目標，理論的枠組みに基づくカリキュラム軸，レベル目標と科目原案の段階を経て進められた．　再構築する過程で，保健師助産師看護師学校養成指定規則の一部改正に伴い，本学はそれまでの保健師看護師の統合カリキュラムから看護師教育の一本化に変更して，新カリキュラムを完成させた．今後，組織全体で議論を重ね，段階的に評価しながら，看護教育の更なる質の向上をめざしていく．The Nursing Department of our university instituted a new curriculum in April of 2012. In 2009, some faculty members raised questions about the existing curriculum, concerning consistency between the educational philosophy and the content of the education, duplication of content among curriculum courses, and the degree of progress of practical training. With this background, it was decided to restructure the curriculum drastically by 2012. The curriculum was reconstructed to fill the needs that society seeks from nursing colleges, in accordance with the educational philosophy of the university. Characteristics of the curriculum are placing greater importance on fostering human resources equipped with (1) a sense of ethics and appreciation of the dignity of human life, (2)an ability to practice nursing from a viewpoint of human caring, (3) fundamental abilities which allow one to cooperate and collaborate with other occupations, and (4) an ability to contribute to both local and international society. Curriculum reconstruction proceeded through these phases: main concept of nursing, various aspects of the contents, educational philosophy, educational targets, target for each grade, curriculum axis based on a theoretical framework, target levels, and draft proposal for curriculum courses. In the process of the reconstruction, we changed the existing curriculum that integrated education for both public health nurses and regular nurses into that for regular nurses following a partial revision of the regulation specific for vocational schools for public health nurses, midwives and sick nurses. As a future perspective, we will strive to improve the quality of nursing education further while having discussion and evaluating the curriculum in stagesthroughout the whole organization