Practical Approaches for Using Literature in Nursing Education in the US and UK

Objective : The purpose of this study was to obtain useful suggestions regarding the use of literature in the EFL (English as a Foreign Language) classroom for Japanese trainee nursing students as well as for other healthcare professionals. Methods : A retrospective analysis was performed on how literary works were used in nursing education in the U.S. and U.K. Twenty-two research papers and practical reports based on the use of literary works and their effectiveness in nursing education presented in American and British nursing articles were categorized and analyzed. The articles were retrieved from a previous online electronic search of the Cumulative Index to Nursing & Allied Health Literature (CINAHL). Results : Literature-based teaching approaches were categorized into four groups : 1) a discussion approach ; 2) a writing approach ; 3) a discussion and writing approach ; and 4) other approaches. The discussion approach was first introduced in 1968, whereas the writing approach gradually came into wider use in the late 1990s. In the 1980s, other teaching approaches, including the combination of other arts and various kinds of teaching approaches, were also introduced. These approaches were based on discussion and/or writing, although the plain discussion approach began to lose significance in the 2000s. Conclusions : The present analysis of the use of literature in nursing education practiced in the U.S. and U.K. provides important suggestions on how to use literature in the EFL classroom for trainee healthcare professionals. However, further research will be necessary to seek out even better teaching methods targeting these professionals in the EFL classroom.目的:英米の看護教育おける文学活用に関する研究及び実践報告の分析から,日本における医療系学生対象のEFL(English as a Foreign Language)クラスにおける文学の活用への示唆を得る.方法:Cumulative Index to Nursing & Allied Health Literature(CINAHL)から収集された英米看護教育おける文学活用に関する22件の研究及び実践報告の中で示された文学の活用方法を分類・分析する.結果:活用方法は1)discussion approach 2)writing approach 3)discussion and writing approach 4)other approaches の4つに分類された.discussion approachは,1968年から始まり,writing approachは1990年代後半から目立ち始めた.絵画,音楽などの芸術との融合,多様な発表形式による活用方法は1980年代から始まり,2000年代にも及んでいる.2000年代に入ってからはdiscussion approach単独の授業は減少し,discussionとwritingの混合授業及びそれらを含んだ多様な授業活動が主流となった.結論:英米看護教育における文学の活用方法の概観は,医療系学生対象のEFLクラスにおける文学を基盤とした授業への重要な示唆を示し,今後の実践活用へのステップとなった.原

Writing Activity Using a Silent Animated Film in an EFL Classroom

Objectives : The present study aimed to clarify whether the use of using a silent animated film during a writing activity can improve students' imagination and to determine the practical effectiveness of learning fundamental writing skills and rules before the writing activity. Method : After receiving basic instruction on English essay-writing, students were asked to watch a silent animated film and then write a review of the film. Students were then asked to exchange papers with a peer and read one another's work. Results : Many students were able to write a film review using the basic writing skills and rules they had learned before the activity. However, although some students made insightful and imaginative comments in their reviews, others were not able to finish writing their reviews without the help of translation software. Conclusions : The present findings indicate that basic instruction on English writing is effective when provided to students immediately before a writing activity . Moreover, using a silent film in the present writing activity gave students the opportunity to use their imagination. In addition, by sharing the same story, students were able to maintain good rapport with one another. Lastly, teachers need to show their students how to use translation software appropriately, as the convenience of such technology may hamper students' imagination and creativity. Movie-based learning activities represent one way to instill positive attitudes towards learning English while reinforcing the use of imagination and creativity in writing.目的:2010年度前期の英語Iにおいて行った無声アニメーション映画を教材としたライティングの授業が想像力の活性化と英文エッセイの基本的な決まりの習得にどの程度効果があったかを考察する.方法:初めに基本的な英文エッセイの書き方を提示し,DVDの鑑賞後,そのあらすじと感想を盛り込んだレヴューを書き,お互いの作文を読み合うように指導した.結果:ほとんどの学生がライティングの決まりに従いレヴューを完成させた.想像力,創造性を活かした学生がいる半面,翻訳機の使用を余儀なくされる学生もいた.結論:英文エッセイを書くにあたり,基本的なライティングの決まりを習得することの重要性を確認した.無声アニメーション映画を使用した英文エッセイ作成は学生の想像力の幅を広げ,その映画のテーマから,生きるということの意味について深く考える機会を与えたと言える.また,同じ物語を共有することが,同じテーマを探求することになり,良い環境作りの提供が可能となったと言える.最後に,メディアを使用した授業は,授業展開の可能性の幅を広める一方,機械に依存することが想像力や創造性を弱める可能性があるため,教師による適切な指導が必要であることを確認した.今後さらに,学生の積極的授業参加を促せるように,映画を基盤とした授業展開の可能性をさらに追求していく必要があろう. 　　　　　　　　　　　　　　　報

Significance and Potential of Literature-Based EFL Education for Nursing Students

Objectives : This paper aims to identify the significance and potential of using literature in nursing education in the EFL (English as a Foreign Language) classroom through a brief overview of literature-based education for medical and nursing students in the U.S. and the U.K. Methods : First, the paper summarizes the history of literature-based education for medicine and nursing students in the U.S. and the U.K. Then, examples are presented of literary works that are expected to be effective teaching materials in future literature-based education for nursing students, and the main contents of these works are summarized. Conclusions : An overview of the increasing number of papers on this topic reveals that it is essential for medical and nursing students not only to have a sufficient amount of basic knowledge in the medical field, but also to have ample opportunities to acquire awareness of the significance of understanding patients' feelings and dealing with ethical issues. We suggest that literature-based English classes are not only effective for improving the English skills of Japanese nursing students, but also for encouraging students to consider patients' feelings and to promote reflective thinking. Further studies on effective methods of literature-based English education for nursing students in the EFL classroom are necessary.目的:看護学生対象のEFLのクラスにおいて文学を使用して英語の授業を行うことの意義や可能性について検証する.方法:初めに,英米の医療系学生に対して文学を使用した教育について歴史的に俯瞰する.次に,日本の看護学生の英語の授業において教材として考えうる文学作品の例とそれぞれのテーマの概略を述べる.結論:英米における医療系学生を対象とした文学基盤の授業に関しての多くの論文は,患者への理解や倫理的問題を取り扱うために,文学を教材とした授業の必要性を訴えている.同様に,日本の看護学生にとっても英語の授業の中で医療系学生の関心のある文学作品を題材とした授業を行うことが,外国語としての英語習得とともに,患者への共感の気持ちを引き出す契機を与えると結論付けた.学生に適切と考えられる文学作品を分類し,それぞれのテーマを設定した.今後,これらの作品を授業で生かすための授業研究の必要性を述べ結びとした.総

英米児童文学における「死」の表象とスピリチュアリティ ─Charles A. Corr の文献（2004）を中心に─

　　Spirituality has been discussed as an important topic in many other settings as well as in medical ones. It has also been considered to possibly emerge when people are under critical circumstances such as death, dying, and bereavement. 　　Therefore, spirituality can be said to be depicted in death-related literature for children. There are, however, a limited number of researches on death in childrenʼs literature. Furthermore, few studies have been published on spirituality in death-related childrenʼs literature. 　　This article presents a brief overview of the trends in academic researches on death-related English literature for children and then introduces Dr. Corrʼs research on spirituality in such childrenʼs literature published in 2004 as an indicator for further research on spirituality in English childrenʼs literature. 　　It is hoped that his research on spirituality in death-related childrenʼs literature will be a springboard for similar researches on Japanese childrenʼs literature and a comparative study between English childrenʼs literature and Japanese one in the spiritual setting

A Study on Nursing Articles on Literature-Based Education in Both the US and UK

Objectives: The primary aim of this study is to provide a chronological analysis of the use of literature in nursing education journals in both the US and UK. The second aim is to clarify the main goals of using literature in nursing education. This study has the potential to provide a helpful reference to EFL (English as a Foreign Language) teachers who are contemplating introducing literature to the classroom. Methods: An online electronic search of the Cumulative Index to Nursing & Allied Health Literature (CINAHL) database was conducted to identify articles related to the use of literature in nursing education. The collected articles were then sorted into three tables as follows : articles in the first table were arranged in chronological order by publication date, name of the primary researcher, article title, journal title, and title of the main literary works ; articles in the second table were arranged in chronological order based on the main goals of literature use ; and articles in the third table were arranged in descending order based on the frequency of articles that shared identical main goals. Results: Our findings are as follows : 1) Literature was introduced into nursing education in the 1960s ; 2) An overwhelmingly large number of articles have been published in the US on the use of literature in nursing education ; 3) The main literary works that were actually used, or that researchers believed could be used, were able to be categorized into five groups related to literary form and four groups related to literary theme ; and 4) The main traits that researchers believed could be reinforced by the use of literature included "self-growth," "critical thinking," "compassion," "empathy," "insight," "cultural competence," and "sensitivity." Conclusions: This study clearly reveals both historical changes and recent trends in the use of literature in nursing education in both the US and UK. This type of study should play an important role in promoting the introduction of literature into the EFL classroom for Japanese nursing students.目的:本研究が日本の看護教育において文学を教材としたEFL(English as a Foreign Language)の授業への有益な指針となるように,英米における文学を教材とする看護教育に関する文献を時系列に分析し,研究者が文学によって高められると考えた目標を明確にする.方法:CINAHL(Cumulative Index to Nursing & Allied Health Literature)からliterature, nursing, educationをキーワードとして得られた41件の文献を時系列に分析した.結果:1)看護教育における文学導入は,1960年代からである.2)圧倒的に合衆国における研究が多い.3)実際に扱われた,および可能とされた作品は形式別では5グループ,テーマ別では4グループに分類される.4)研究者が文学によって高められると考えた目標は主に,self-growth, critical thinking, understanding of patients, compassion, insight, cultural competence, empathy, ethical knowledge, sensitivity, vicarious experiencesなどである.結論:本研究により,英米における文学を教材とする看護教育についての歴史的変遷や傾向が明確になった.今後,日本の看護学生を対象としたEFLの授業へ文学を導入するための有益な指針としての役割を果たすことが期待される.原

Using Literature to Improve Empathy Among In-training Healthcare Professionals: A Questionnaire Study

Objective: Literature has been utilized as teaching material in both medical and nursing education in the U.S.and U.K.for in-training healthcare professionals to grow personally and/or to enhance their empathy. In English as a Foreign Language (EFL) settings also, literature has been regarded as effective learning material that enhances students'empathy as well as language ability. These trends lead us to believe that literature in an EFL classroom is a potentially powerful tool as learning material for Japanese in-training healthcare professionals. The aims of this paper are to clarify what a reading course with a medically-themed novel could bring students based on findings obtained through content analysis, and to then show the significance of literature contributing to improved empathy among students in an EFL classroom. Methods : A descriptive questionnaire was conducted with 98students who wrote what their thoughts changed after reading the medically-themed target literature. Content analysis according to Berelson was used for data collection and analysis. Results : Analysis of the students'comments revealed eight categories : "attitudes toward the way of living and death and/or dying,""the way of reading English novels,""motivations for reading English books and learning English,""understanding the feelings of patients and the people around them, and attitudes toward both of them,""attitudes toward cross-cultural understanding,""interest in movies," and "understanding medical things such as diseases." Conclusions : The use of literature in the reading course brought about positive changes in students in terms of language, culture and personal growth, and most importantly, nourished the students'empathy, which is required both in medical professions and in the EFL classroom.目的:英米の看護教育及び語学教育における文学の活用の現状に基づいて,日本の医療系学生対象の英語授業においても文学は有用な教材としての可能性を持つと考える.本研究の目的は、医療をテーマとした文学作品を活用した英語講読授業において,医療系学生の語学学習の役割とともに共感力向上の一助となる文学の可能性を検証することである.方法:最終授業後に依頼した学生（4クラス、98名）による自由回答式質問に対する記述を,ベレルソンの内容分析を用いてコード化し,どのような点において自己変化を認識したかについて分析した.結果:コード化された記述は,8つのカテゴリーに分類された.その中に,共感力の向上につながる可能性を示唆するカテゴリーを見出すことができた.結論:医療系学生にとって,文学作品は,語学や異文化に対する認識を高めると同時に,疑似体験を通じて共感力を高める一助となる有意義な教材としての可能性をもっていることが示唆された.Report

看護研究論文からみるスピリチュアリティの定義

本論は，看護研究にて関心が高まっている日本と英語圏諸国のスピリチュアリティの定義についての文献による比較検討である．1950年代から1970年代の英語圏諸国において，スピリチュアリティが宗教と同一視されていた背景には，聖職者によるパストラルケアの実践がある．1980年代から1990年代にかけての看護のパラダイムが，宗教的側面の強調から全人的な人間理解に係る概念へと変わった．日本への概念の導入はその後1990年代後半～2000年以降になる．明確な定義は見出されないものの，共通項目は次に示すとおりである．1）人間存在の根源性に関わり，全ての人間が本来持ち合わせている力．2）「自己」「他者」「超越的存在」との関連性において，人生の意味や目的を見出す力．3）危機的状況に直面した時に潜在化する．4）宗教的側面を含めるが，宗教と同一ではない．定義の必要性の一方，英語圏諸国においては，普遍的な定義を求めることに対する非現実性を示す見解も見られる．This paper aims to provide a comparative overview of definitions of spirituality in the nursing literature from Japan and three English-speaking countries (the United Kingdom, the United States and Canada). Much of the nursing literature selected in this paper includes research on definitions of spirituality suggested by individual researchers, review studies on definitions mentioned by previous researchers and researchers' opinions of spirituality. As indicated by one research paper, from the 1950s to the 1970s, spirituality in the target countries was regarded as the same as religion under the influence of pastoral care offered by priests in medical settings. From the 1980s to the 1990s, the paradigm in the nursing field shifted from the religious dimension to the holistic dimension of human beings. The concept of spirituality was introduced in Japan between the late 1990s and the early 2000s. The findings of our research indicate difficulties in conceptualizing spirituality in the nursing field because of its ambiguity and conceptual confusion. Despite the increased interest in spirituality, there has been little agreement over its definition. However, the traits common in definitions of spirituality as suggested by many researchers are as follows: 1) the innate power all individuals possess; 2) an essential, integrative energy which could drive us to search for the meaning or purpose of life in relationships with ‘self,'‘others,' and ‘transcendence;' 3) the potential power we find when people are faced with difficulties or crises; and 4) spirituality has been associated with religion but is not the same as religion. Many nursing researchers have stated it is necessary to define spirituality for better practice in the nursing field while others find it unnecessary to define spirituality due to its uniqueness to individuals.総

日本の児童文学における「死」の表象とスピリチュアリティ―スピリチュアルケアにおける絵本活用の可能性の一考察―

目的：日本の絵本において「死」及び「スピリチュアリティ」はどのように表現され，捉えられているかを分析し，スピリチュアルケアにおける絵本活用の可能性を考察する． 方法：Krippendorff, Kの内容分析の手法を用いて，1967年から2016年に発刊された「死」をテーマとした53冊の絵本における「死」及び「スピリチュアリティ」に関する記述について分析した． 結果：54作品はA「死者との共在感」B「超越的存在の探求」C「輪廻転生」D「死の教育的示唆」の四つに分類された．これらの死をテーマとした絵本の多くは，死は完全な消滅ではなく，亡くなった人との関係性の継続を強調しており，死に逝く人及び死別を経験した人が共に，安心した気持ちで死後の世界へ関心を向け，死を受け入れる一助となっている． 結論：このような絵本を，スピリチュアルケアにおいて活用することは，死に伴う悲しみや苦しみを緩和させ，肯定的に死と生を受け入れるよう促すという点で可能である．Objectives: The objective of this paper is to determine how death and spirituality are represented in death-themed Japanese picture books published between 1967 and 2016, and if these books are potentially utilized in spiritual care to support both children and adults who are faced with their own death or who are grieving loved ones. Methods: We investigated 53 picture books, which were gathered through an Internet search or from local libraries. Krippendorf’s content analysis method was used for the analysis. Results: Descriptive expressions about death and spirituality obtained from 53 picture books were divided into the following four categories showing ways the deceased are depicted: A) existence of being together, B) supernatural existence in another world (i.e., afterlife), C) existence of reincarnation, and D) educational suggestions about death. Data analysis of death-themed picture books showed that most of these books emphasize that death is not complete disappearance of the person and that there is a continued relationship between the deceased and the living. Moreover, such books potentially help both the dying and those grieving loved ones believe that the deceased exist in another world or are near to them even if they are not visible, thus providing relief. Conclusion: These findings indicate that death-themed picture books are possibly effective and powerful tools to help both children and adults alleviate their grief and think positively about life and death as part of spiritual care.報

タイ・セント・ルイス大学夏期短期研修（2015）報告

目的:タイと日本の看護教育についての理解と両大学間の異文化交流を意図して行われたセント・ルイス大学における夏期研修の内容を俯瞰し,研修の目的を達成することのできた有意義な研修であったことを報告する.方法:6日間にわたる研修期間の日程に従い,研修内容の概略を説明する.セント・ルイス大学及び病院など施設見学に関しては講義及び資料を中心に述べる.最後に,研修に関する意義及び今後の課題について検討する.結果:講義を通じて,タイと日本における看護教育及び健康問題についての理解を深め,交流パーティーによって学生間の異文化交流を図ることができたこと,また,野外学習によっても,異文化理解を深めることが可能となった短期夏期研修であったことを示すことができた.結論:本研修は,今後の夏期短期研修の在り方を再考し,よりよい研修の構築を目指す契機となった.Objective: The purpose of this report was to give a bird's-eye assessment of the first summer study program at St.Louis College (SLC) in Thailand and show that our goals for this program were successfully achieved. Method : By reviewing the outline of the lectures and presentations by teachers and students at SLC and St. Louis Hospital (SLH), as well as the brochures they provided,we tried to convey the significance of the study program at SLC. Results : This report gives an overview of SLC and SLH, the content of presentations conducted by the participants,how the participants interacted with the SLC nursing students at a cross-cultural party, and a short field trip taken by the participants. Conclusion : This report gives participants the opportunity to reflect on the study program as a whole and to think of ways of improving the program.その他（活動報告