32 research outputs found
åºç£æè²ã«ãããåå è ãšæå°è ã®çžäºäœçšãšãšã³ãã¯ãŒã¡ã³ãã«é¢ããç 究
æ¬ç 究ã¯ãå°éå£ã察象ã«ããåºç£æè²ã«ãããåå è
ã®ãšã³ãã¯ãŒã¡ã³ãæ¯æŽã®ç€ºåãåŸãããã«ãã¯ã©ã¹ã®äžã§åºç£æè²è
ããšããããšã³ãã¯ãŒã¡ã³ããšãšã³ãã¯ãŒã¡ã³ããä¿ãåãããã«çŠç¹ãããŠãããŸããæ¢åã®ç 究ããåºç£æè²ã§çšããããŠãããšã³ãã¯ãŒã¡ã³ãã«ã€ããŠæŠå¿µåæãè¡ããæ¬ç 究ã§çšãããšã³ãã¯ãŒã¡ã³ãããä»è
ãšã®çžäºäœçšãéããŠãèªåãæããããªåŠåš ç掻ã»åºç£ãéžæããããã«åããŠèªãã®åãåŒãåºãè¡åããããã»ã¹ããšå®çŸ©ããããã®ããã§ãæœèšã§åºç£æè²ãè¡ã£ãŠããå©ç£åž«6åã«é¢æ¥èª¿æ»ãè¡ãã以äžã®ç¥èŠãåŸãããã1)åºç£ã¯ã©ã¹ã®äžã§åå è
ã«çããŠãããšã³ãã¯ãŒã¡ã³ãã«ã¯,ãã¡ã³ããŒéã®äº€æµãšåºæ¿ã,ã湧ãäžããææ
ã,ãæèã®æŽ»æ§åã,ãåšå²ãå·»ã蟌ã¿ãªããåé²ãããã®4ã«ããŽãªãŒãæœåºããããããããã®ã«ããŽãªãŒã«å«ãŸããèš18ã®ãµãã«ããŽãªãŒã¯,ããåºç£æè²ã®æèãåæ ããŠãã,ãšã³ãã¯ãŒã¡ã³ãããšãããææšãšããŠæŽ»çšããããããšã瀺åãããã2)åºç£ã¯ã©ã¹ã®äžã§åå è
ã«ãšã³ãã¯ãŒã¡ã³ããèµ·ããããã«,åºç£æè²è
ã¯ãæºãããããããåããããè¡ã£ãŠããããã®å
容ã«ã¯,,,,,ã®6ã€ã®ãµãã«ããŽãªãŒãæœåºããããæ¬ç 究ã§åŸãããç¥èŠã¯ãåºç£æè²è
ããšã³ãã¯ãŒã¡ã³ãããšãããèŠç¹ãéæã«ãããã§ãããããŸãããšã³ãã¯ãŒã¡ã³ãæ¯æŽã«ãããäžè³æãšãªããšæããããThis study focused on empowerment that birth educators perceive and how they facilitate pregnant women in childbirth education class. Firstly, we analyzed the concept of empowerment in childbirth education utilizing the existing studies. The empowerment used in this study was defined as the process in which participants choose the pregnancy lifestyle and style of delivery they desired to have through their interaction with others, and act upon their choices utilizing their own abilities. We carried out an interview survey of six midwives engaged in childbirth education at their facilities and obtained the following findings :1) Four categories were extracted as empowerment that arose among participants in the childbirth classes : exchange and encouragement between members ; riot of emotion ; activating thoughts ; progress involving the people around them. 18 subcategories among the four categories showed that they reflect the context of childbirth education and are easy to utilize as indices for the understanding of empowerment.2) Birth educators encouraged participants to generate change in the classes. Six subcategories were extracted as content : make a comfortable place to talk ; perceive ; ask questions and involve participants ; watch over them ; provide gentle support ; value each delivery.Findings obtained in this study will sensitize educators to the viewpoint of empowerment. In addition, it will be a reference for empowerment support.ç 究課é¡/é åçªå·:16592140, ç 究æé(幎床):2004-2005åºå
žïŒãåºç£æè²ã«ãããåå è
ãšæå°è
ã®çžäºäœçšãšãšã³ãã¯ãŒã¡ã³ãã«é¢ããç 究ãç 究ææå ±åæžã課é¡çªå·16592140 (KAKENïŒç§åŠç 究費å©æäºæ¥ããŒã¿ããŒã¹ïŒåœç«æ
å ±åŠç 究æïŒ)ãããæ¬æããŒã¿ã¯èè
çå ±åæžããäœ
åºç£ã«å¯Ÿããèªå·±å¹åæã®åœ¢æããã»ã¹: ã¢ããªã³ã°ã«ãã圢æãäžå¿ã«
é沢倧åŠå»è¬ä¿å¥ç 究åå»åŠç³»ç®ç;åŠå©Šã®åºç£ã«å¯Ÿããèªå·±å¹åæãé«ããä»å
¥æ¹ç¥ãèããããã«,ã¢ããªã³ã°ã«ãã圢æã«çŠç¹ãããŠ,åºç£ã«å¯Ÿããèªå·±å¹åæã®åœ¢æããã»ã¹ãæããã«ãããæ¹æ³;ç·åç
é¢ã§åŠå©Šå¥èšºããã,çµè£ååš©ãäºå®ããŠããåŠåš åŸæã®åŠå©Š9å(åç£å©Š7å,çµç£å©Š2å)ã«æ¯ãè¿ãã«ããåæ§æçã€ã³ã¿ãã¥ãŒãè¡ã£ããé¢æ¥å
容ã¯éèªé²ã«ã,質çåž°çŽçã«åæãããçµæ;ã¢ããªã³ã°ã®è³æºã«ã¯,ãã¢ã»ã°ã«ãŒã,éå»ã®åºç£äœéšã®äžã®èªå·±,å©ç£åž«ãå»åž«ãªã©ã®å°é家,ããŒãããŒããã£ããåŠå©Šã®åºç£ã«å¯Ÿããèªå·±å¹åæã®åœ¢æã«ã¯,ãèªå·±ã®èº«äœèœåãžã®ä¿¡é Œããšãå®å¿ã§ããåºç£ç°å¢ã¥ããããšãã2ã€ã®ããã»ã¹ãèŠåºãããããèªå·±ã®èº«äœèœåãžã®ä¿¡é Œãã®ããã»ã¹ã¯,ã¢ããªã³ã°ãšãªãæ
å ±ã«å¯ŸããŠãã¢ããªã³ã°æ
å ±ãšèªå·±ãšã®è·é¢æã®å€æããè¡ã,ãèªåãªãã®å¯ŸåŠæ¹æ³ã®å
·äœåãšèç©ããç¹°ãè¿ããšããé£ç¶çãªããã»ã¹ããã£ããããã«åœ±é¿ããŠããã®ã¯"åŠåš é±æ°","åŠåš çµéã®æ£åžžæ§","èå
ã®çºè²ç¶æ
","ç掻ãã¿ãŒã³","å°æ家ãåšå²ããã®æ¯æçé¢ãã"ããã£ããäžæ¹,ãå®å¿ã§ããåºç£ç°å¢ã¥ãããã®ããã»ã¹ã§ã¯,åŠå©Šã¯ã¢ããªã³ã°ã®è³æºã§ããå©ç£åž«ãå»åž«ãªã©ã®å°é家ããã³ããŒãããŒãšã®éã§,ãæ¥è¿ããšãèªåãžã®é¢å¿ãšæ¿èªã®ç¢ºèªããšããäœéšãç¹°ãè¿ã,ãåã«ããŠãããååšããšãç·æ¥æã®å¯Ÿå¿ã·ã¹ãã ãã確èªããŠãããããã«åœ±é¿ããŠããã®ã¯,"ãããã§ãã·ã§ãã«ãªé°å²æ°"ãå€å¿ã§ãç¬é¡ã§çããŠããããšãã"è¿å¯ãããã","åŠåš ã»åºç£ã ãã§ãªãäŒè©±"ããã£ããå ããŠ,ãã®ãããªåœ¢æããã»ã¹ã¯,åŠå©Šãåºç£ã«æ±ãããæ¯å
ã®å®å
šæ§ãããæºè¶³æãã®åªå
æ§ãšåŒ·ãã«åœ±é¿ãããããšã瀺åããããçµè«;æ¬ç 究ã®çµæã¯,åºç£ã«å¯Ÿããèªå·±å¹åæãžã®ä»å
¥ãèããéã®ã¢ã»ã¹ã¡ã³ãèŠç¹ã«ãªããšèãããããããªãã,ç·åç
é¢ã«éé¢ããŠããåŠå©Šãšéå®ããã察象ããã®çµæã§ããäžè¬åãŸã§ã¯ã§ããªããä»åŸ,å©ç£é¢ã§åºç£ãã女æ§ãªã©å¯Ÿè±¡äºäŸãç©ã¿éããŠããããšãš,éçã«é¢é£æ§ãæ€èšŒããŠãã課é¡ãæ®ããããç 究課é¡/é åçªå·:14771406, ç 究æé(幎床):2002-2003åºå
žïŒãåºç£ã«å¯Ÿããèªå·±å¹åæã®åœ¢æããã»ã¹: ã¢ããªã³ã°ã«ãã圢æãäžå¿ã«ãç 究ææå ±åæžã課é¡çªå·14771406ïŒKAKENïŒç§åŠç 究費å©æäºæ¥ããŒã¿ããŒã¹ïŒåœç«æ
å ±åŠç 究æïŒïŒïŒhttps://kaken.nii.ac.jp/ja/grant/KAKENHI-PROJECT-14771406/)ãå å·¥ããŠäœ
çåŸ1幎å ã®æ³£ããšæ³£ãã«å¯Ÿããæ¯èŠªã®å°é£æ
This study was performed to determine the actual situation of maternal distress regarding 1-year-old infant s cries. ãA self-completed questionnaire survey was performed 1 year after birth among 305 mothers who gave birth to term infants at maternity hospitals in the Hokuriku region. The survey content included : state of infant cries (characteristics of the cry and frequency, occurrence of crying at night, and the period when cries at night were observed), mother s sleeping condition and health condition, status of night feeding, support, feelings of mothers, and period when mothers began to understand the reasons for the infant s cries. In this study, the frequency of maternal distress regarding infant s crying was converted to a score, with higher scores indicating higher levels of distress related to crying. The number of valid responses was 251 (rate of valid response, 82.3%). One hundred eighty-five mothers reported night crying (73.7%), and night crying occurred most often around 6 to 8 months. The period when mothers felt they understood the reasons for the infant s cries was at 7 to 8 months in the majority of cases, and 1 year at the latest. At 1 year after birth, only approximately 20% of mothers reported feelings of distress related to crying. The results indicated that maternal distress associated with child crying is related to nuclear family, presence of someone to talk to about childcare, characteristics of infant s cry, mother s health condition, and mother s feelings toward childcare.ïŒå¹Žå
ã®æ³£ããšãã®æ¯èŠªã®æ³£ãã«å¯Ÿããå°é£æã®å®æ
ãæããã«ããããšãç®çãšã ãã ãåéžå°æ¹ã®ç
ç£é¢ã«ãŠæ£æç£å
ãåºç£ããæ¯èŠªïŒïŒïŒåã察象ã«ãåºçåŸïŒå¹Žæã«ãèªå·±èš å
¥åŒè³ªåçŽèª¿æ»ãå®æœããã調æ»å
容ã¯ãå
ã®æ³£ãã®ç¶æ
ïŒæ³£ãæ¹ã®ç¹åŸŽãé »åºŠãå€æ³£ã ã®æç¡ãšå€æ³£ãã®ææçïŒãæ¯èŠªã®ç¡ç ã»å¥åº·ç¶æ
ãå€éã®æä¹³ç¶æ³ããµããŒãç¶æ³ãå
ã æ³£ããæã®æ¯èŠªã®æ°æã¡ãæ³£ãã®çç±ããããããã«ãªã£ãææãªã©ã§ãããæ¬ç 究ã«ã ããŠã¯ãå
ãæ³£ããšæžæãæ¯èŠªã®é »åºŠãåŸç¹åããåŸç¹ãé«ãã»ã©ãæ³£ãã«å¯Ÿããå°é£æ ãé«ããšè§£éãããæå¹åçã¯ïŒïŒïŒåïŒæå¹åççïŒïŒïŒ. %ïŒã§ãã£ããä¹³å
ã®å€æ³£ãã¯ãïŒïŒïŒ åïŒïŒïŒïŒ. ïŒ
ïŒã®æ¯èŠªã«ã¿ãããå€æ³£ãã®ææã¯ïŒïœïŒã¶æé ãæãå€ãã£ããæ¯èŠªãå
ã®æ³£ ãã®çç±ããããããã«ãªã£ããšæããææã¯ã倧éšåãïŒïœïŒã¶æé ããé
ããšãïŒå¹Ž ãŸã§ã§ãã£ããïŒå¹Žæã«ãããŠã¯ãæ³£ãã«å¯ŸããŠæžæãæ¯èŠªã¯ïŒå²çšåºŠã§ãã£ããæ³£ã㫠察ããæ¯èŠªã®å°é£æã«ã¯ãæ žå®¶æãåè²ãŠçžè«è
ã®ååšãå
ã®æ³£ãã®ç¹æ§ãæ¯èŠªã®å¥åº·ç¶æ
ã è²å
ã«å¯Ÿããæ¯èŠªã®æ°æã¡ããªã©ãé¢é£ããŠããããšãæãããšãªã£ãã[åè:Originals
åŠå©Šã®ãšã³ãã¯ã¡ã³ãã¹ã±ãŒã«ã®äœæ
ååŸåŠäœ : å士ïŒä¿å¥åŠïŒ, åŠäœæäžçªå· : å»åç²ç¬¬1986å· , åŠäœæäžå¹Žææ¥ : å¹³æ20幎9æ26æ¥, åŠäœæäžå€§åŠ : é沢倧åŠ, 審æ»çµæã®å ±åæ¥ : å¹³æ20幎8æ20æ¥, äž»æ» :å³¶ç° åå , å¯æ» :åäº æçŸ, å¡åŽ æµ
Mother\u27s feelings of distress and related factors resulting from the crying of her one-month-old infants
The purpose of this study was to clarify the nature of mother\u27s distress and its related factors resulting from the crying of her one-month-old infant. Subjects and Methods The subjects were mothers who delivered children in hospitals/maternity clinics in the Hokuriku district and who gave consent to our survey at the time of health examinations for one-month-old infants. The contents of the questionnaire were: characteristics of the infant\u27s crying, states of mother\u27s sleep, feeding and receiving support related to her distress about her infant and its associated factors. Scores were obtained using a 4-point Likert scale. Results Effective responses were obtained from 630 mothers, who consisted of 298 primiparas (47.3%) and 332 multiparas (52.7%). About 50% of the mothers experienced distress because they felt at a loss when their infant cried and when the infant did not stop crying even when being held or lulled. New mothers who had no experience with infants were more likely to indicate distress. The distress was significantly associated with factors such as the way the infant cried and if the infant failed to fall asleep in a timely way. It also was associated with factors in the mother\u27s life such as feeling burdened with childcare and lack of confidence in childcare. Conclusion In order to support mothers having a one-month-old infant, it is important to pay attention to the characteristics of infant\u27s crying, states of mother\u27s fatigue, mother\u27s expression of depression, and to know how mother comprehends childcare and her infant\u27s crying. For screening to be effective it must include both infant and mother factors. ç®ãç ãçåŸ1 ã¶æå
ã®æ³£ãã«å¯Ÿããæ¯èŠªã®å°é£æãšãã®ææ
ã«é¢é£ããèŠå ãæããã«ããããšãç®çãšã ãã 察象ãšæ¹æ³ ãåéžå°æ¹ã®ç
ç£é¢ã«ãŠåºç£ãïŒ1 ã¶æå¥èšºæã«èª¿æ»ã®åæãåŸãããæ¯èŠªã察象ã«ïŒèªå·±èšå
¥åŒè³ªå çŽèª¿æ»ãå®æœããã調æ»å
容ã¯ïŒå
ã®æ³£ãã«å¯Ÿããæ¯èŠªã®å°é£æãšïŒãã®é¢é£èŠå ãšããŠïŒå
ã®æ³£ãã® æ§è³ªãæ¯èŠªã®ç¡ç ã»æä¹³ç¶æ³ïŒãµããŒãç¶æ³ãªã©ã®è³ªåé
ç®ãèšå®ãïŒåã
4段éãªã«ãŒã尺床ã§ç¹æ° åããã çµãæ ãæå¹åçã¯ïŒåç£å©Š298åïŒ47.3ïŒ
ïŒïŒçµç£å©Š332åïŒ52.7ïŒ
ïŒïŒåèš630åã§ãã£ããå
šäœã®çŽåæ°ã®æ¯èŠªãïŒ å
ãæ³£ããšæžæã£ããïŒæ±ãããïŒããããŠãæ³£ãããŸãªãå°é£ãªç¶æ³ãçµéšããŠãããå°é£æã瀺ã ãæ¯èŠªã¯ïŒå°ããªåã©ããšæ¥ããããšã®ãªãåç£å©Šã«å€ãïŒåã©ãã®æ³£ãæ¹ãç¹åŸŽçã§ãã£ããïŒãªã ãªãå¯å
¥ããªããªã©ïŒåã©ãåŽã®èŠå ãšæ¯èŠªã®ç掻ç¶æ³ïŒè²å
ã«å¯Ÿããè² æ
æãèªä¿¡æçã®æ¯èŠªåŽã®èŠ å ãå°é£æã«é¢é£ããŠããã çµãè« ãçåŸ1 ã¶ææã®æ¯å
ã®æ¯æŽã«ã¯ïŒå
åŽã®èŠå ãšæ¯èŠªåŽã®èŠå ã®åæ¹ã«çç®ãïŒå
ã®æ³£ãã®ç¹åŸŽãïŒæ¯ 芪ã®ç²åŽç¶æ
ïŒè²å
ã«å¯Ÿããæ°æã¡çã«æ³šæãåãïŒæ¯èŠªãå
ã®æ³£ããã©ã®ããã«ãšãããŠããã®ãã ç¥ãããšãéèŠã§ããïŒãããã®ã¹ã¯ãªãŒãã³ã°ã®å¿
èŠæ§ã瀺åããã
Mother\u27s feelings of distress and related factors resulting from the crying of her one-month-old infants
é沢倧åŠå»è¬ä¿å¥ç 究åãä¿å¥åŠ
Mother\u27s feelings of distress and related factors resulting from the crying of her one-month-old infants
é沢倧åŠå»è¬ä¿å¥ç 究åä¿å¥åŠ
åºç£ã¯ã©ã¹åè¬ååŸã®åŠå©Šã®èªå·±å¹åæãšæå°è ã®Professional Learning Climate ãšã®é¢é£æ§
ãç®çãåºç£ã¯ã©ã¹åè¬ååŸã®åŠå©Šã®èªå·±å¹åæãšæå°è
ã® Professional Learning Climate ïŒä»¥äžãPLCãšããïŒãšã®é¢é£æ§ãæããã«ããã ãæ¹æ³ãïŒïŒïŒïŒå¹ŽïŒæïœïŒæã«åéžã®ç£ç§æœèšã§éå¬ãããïŒïŒã®åºç£ã¯ã©ã¹ã«åå ããåŠå©Š ïŒïŒïŒåãšã¯ã©ã¹æå°è
ïŒïŒåã察象ã«èªèšåŒè³ªåçŽèª¿æ»ãè¡ã£ããåŠå©Šã«ã¯åºç£ã«å¯Ÿããèª å·±å¹åæãšæå°è
ã«å¯ŸããŠæããPLCã«ã€ããŠãã¯ã©ã¹æå°è
ã«ã¯ã¯ã©ã¹ã®æå°çµéšå¹Žæ° ãªã©å±æ§é
ç®ã調æ»ããããŸããã¯ã©ã¹ã®åå 芳å¯ã«ããã¯ã©ã¹å
容ãé°å²æ°ãåå è
ã æå°è
ã®äº€æµã¿ã€ããªã©ã調æ»ããã ãçµæã察象å
šäœã§ã¯ãèªå·±å¹åæãš PLCã«ææãªé¢é£ã¯èªããªãã£ããããããåºç£çµéš å¥ã®æ€èšã§ã¯ãåç£å©Šã«ã®ã¿èªå·±å¹åæãš PLCã«ææãªæ£çžé¢ãèªããã PLCã®èŠçŽ å¥ã§ ã¯ããªã©ãã¯ã¹ã§ãã空éã®åµé ããããŠãŒã¢ã¢ãšãŠã£ãããã®ïŒèŠçŽ ãšèªå·±å¹åæãšã®é ã«ææãªæ£çžé¢ãèªãããäžæ¹ãçµç£å©Šã«ãããŠã¯èªå·±å¹åæãš PLCã«é¢é£æ§ã¯èªã㪠ãã£ããããã«ãã¯ã©ã¹åŸã®èªå·±å¹åæã®é«ãã«ã¯ã PLCãšã¯ã©ã¹åã®èªå·±å¹åæãåœ±é¿ ããŠããã ã以äžããã PLCã¯åºç£ã¯ã©ã¹ãéå¶ããéã«ãæå°è
ã«ãšã£ãŠèº«ã«ã€ããããšãæãŸã ãå¿
èŠãªèŠçŽ ã§ããããšã瀺åãããã : The purpose of this study was to clarify the relationship between the professional learning climate (PLC) of educators and the self-efficacy of pregnant women before and after they took a childbirth class. : A self-completed questionnaire survey was conducted on 244 pregnant women who had participated in 31 childbirth classes held in a maternity hospital in the Hokuriku district, and 39 class educators. It investigated the pregnant women s feelings of self-efficacy to cope with childbirth and PLC with the educator, and such educator attributes as the number of years of experience in teaching childbirth classes. Class content and atmosphere, and the types of interaction between participants and educators, were investigated through participant observation of the classes. The survey was conducted from July to September 2008. : No significant relationship was observed between self-efficacy and PLC in all subjects. However, among women with parity, a significant positive correlation was observed between self-efficacy and PLC in nullipara. Among individual elements of PLC, significant positive correlations were observed between self-efficacy and âcreation of a relaxing spaceâ and âhumor and wit.â Among multipara, no relationship was observed between self-efficacy and PLC. In addition, the level of self-efficacy after the class was affected by PLC and self-efficacy before the class. ãThe present findings suggest that skill in creating PLC is an element which educators should acquire in order to conduct childbirth classes.[åè