記述言語：英語   掲載種別：研究論文（学術雑誌）  

BACKGROUND: Despite the proliferation of diverse teaching methods, it is uncertain which teaching components have enhanced students' approach to learning and in what way these components have produced positive outcomes. OBJECTIVES: The aim of the study was to examine how the students' perceptions of learning activities, the acquisition of relevant knowledge, and educators' enthusiasm/supportive attitudes impact on the students' adoption of the deep approach to learning. DESIGN: A multisite cross-sectional design. SETTINGS: Two universities in Japan. PARTICIPANTS: Undergraduate nursing students (n = 154). METHODS: Questionnaires, which included the Teaching Approach Scale and the Japanese version of the Learning Approach Scale, were given to the students. Data were analysed by path analysis. RESULTS: The students' perceptions of learning activities were positively related to their use of a deep approach to learning. Moreover, this relationship was completely mediated by their perceptions of knowledge acquisition and educators' enthusiastic and supportive attitudes. CONCLUSIONS: The findings suggest that learning activities must be reinforced by appropriate educator support that enables students to acquire relevant knowledge and feel that learning is interesting and enjoyable. Without such support, interest and active engagement incurred by learning activities may quickly disappear, and learning activities may not lead to a change in the students' approach to learning.

DOI： 10.1016/j.nedt.2020.104422

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

OBJECTIVES: The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings. METHODS: A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, using purposive sampling. A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning. The results were analyzed using thematic analysis. RESULTS: Three themes were generated: a restrictive environment, discouraging attitudes and discouraging teaching approaches. CONCLUSIONS: To prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate.

DOI： 10.1016/j.ijnss.2019.08.001

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1016/j.profnurs.2019.04.006

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

BACKGROUND: Nurses have to maintain and improve their nursing competence in order to provide the best patient care possible. Workplace learning has the potential to improve nursing competence. Previous studies have examined the effect of training on competence development. However, the effects of other aspects of learning, such as learning from practice, feedback, reflection, and from others have not been investigated previously. Furthermore, it is uncertain what methods of learning nurses with different clinical experience adopt and how these learning methods relate to their self-reported competence. OBJECTIVES: The objectives of this study were to identify the methods of learning used by less and more experienced nurses, and to explore what methods of workplace learning would be associated with the self-reported competence of both groups of nurses. DESIGN: A cross-sectional survey design was utilised. SETTINGS: The study was conducted at two university-affiliated hospitals in Japan. PARTICIPANTS: A convenience sample of 954 nurses/midwives (hereafter referred to as nurses), who were involved in direct patient care, were recruited and 494 nurses returned usable questionnaires. METHODS: A survey method was used to collect data. The Holistic Nursing Competence Scale, the Learning Experience Scale and the Japanese version of Rosenberg's Self-esteem Scale, along with demographic questions, were included in the questionnaire. Hierarchical regression analysis was conducted to investigate the relationship between learning and nurses' self-evaluation of competence. This analysis was carried out for less experienced nurses (≤5 years of clinical experience) and experienced nurses (>5 years of experience). RESULTS: The results showed that learning was correlated with the levels of competence that nurses considered they had. When the specific types of learning were examined in relation to self-reported competence, there were a similarity and differences between less and more experienced nurses. For both groups of nurses, learning through reflection was found to relate to their self-reported competence. In addition, learning through practice and learning from others were positively correlated with the self-reported competence of less experienced nurses, while learning from feedback and training were positively associated with the self-reported competence of experienced nurses. CONCLUSION: Learning from reflection may be useful for both less and more experienced nurses by allowing them to embrace a positive view of their competence. Moreover, creating opportunities to experiment and observe others' practice can be profitable for less experienced nurses, while offering training opportunities and feedback can be beneficial for experienced nurses.

DOI： 10.1016/j.ijnurstu.2015.06.016

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

For cancer patients undergoing chemotherapy, there is an onset of a variety of adverse events related to treatment. Among the adverse events at the moment is taste disorder, for which there is no established effective supportive care. We report the measurement and study their relationship across the changes in serum zinc and changes in the taste of patients undergoing chemotherapy. For cancer patients undergoing chemotherapy, taste threshold and serum zinc levels were measured on the day before administration of the therapeutic anti-cancer agent, and after administration of anticancer drugs on day 4 and day 7. Of taste thresholds in the test results, the threshold was salty on day 4 and day 7 after administration of anticancer agents, and a significant difference was found on day 7 after treatment with anticancer drugs on a day prior to administration of anticancer agents on day 1 (p<0. 001, p=0. 007), respectively. The serum zinc level was measured. There was no significant difference on day 7 after administration of anticancer agents and anti-cancer agent before administration on day 1 and day 7 after administration of anticancer drugs on day 4(p<0. 001, p<0. 05), respectively. A negative correlation was shown between the "salt of the fourth day threshold" and "serum zinc levels" (r=-0. 418, p<v0. 05). From the results of this study, salty and low serum zinc values tended to be blunted. The higher the serum zinc level was, the more sensitivity there was to salty taste.

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記述言語：日本語   出版者・発行元：(一社)日本癌治療学会  

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

AIM: Patient education that enhances one's self-management ability is of utmost importance for improving patient outcomes in chronic diseases. We developed a 12 month self-management education program for type 2 diabetes, based on a previous 6 month program, and examined its efficacy. METHODS: A randomized controlled trial was carried out on outpatients with type 2 diabetes from two hospitals who met the criteria and gave consent to participate. They were randomly divided into an intervention group that followed the program and a control group that followed usual clinical practise. The intervention group received <30 min of monthly interviews based on the program's textbook and biweekly telephone calls from a nurse educator throughout the 12 months. RESULTS: Of the 50 participants in the intervention group and the 25 participants in the control group, 42 and 23, respectively, completed the program (a completion rate of 84.0%). The body weight, HbA1c, self-efficacy, dietary and exercise stages, quality of life, diastolic blood pressure, and total cholesterol level were significant by two-way repeated-measures anova. As for changes over time within the groups, only the intervention group showed significant differences by Friedman's test. The complication prevention behaviors showed a high implementation rate in the intervention group. The overall evaluation of this program by the participants was very high and, therefore, they highly recognized the need for this type of program. CONCLUSIONS: Self-management education works successfully in relation to patients' behavior modification skills, degree of goal attainment, and self-efficacy, consequently improving their health outcomes.

DOI： 10.1111/j.1742-7924.2009.00120.x

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記述言語：日本語   出版者・発行元：明治安田こころの健康財団  

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記述言語：日本語   出版者・発行元：一般社団法人 日本がん看護学会  

DOI： 10.18906/jjscn.2007-21-2-62

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その他リンク： https://search.jamas.or.jp/link/ui/2008135202

記述言語：日本語   出版者・発行元：(一社)日本看護研究学会  

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記述言語：日本語   出版者・発行元：日本看護協会出版会  

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その他リンク： https://search.jamas.or.jp/link/ui/2013209885

記述言語：日本語   出版者・発行元：広島大学保健学出版会  

本研究は,看護師が,在宅酸素療法を行う慢性呼吸不全患者の病いの経験や語りを学ぶことによって患者理解を深め,かつ行動変容の原理に基づいて教育ができるように,看護師に対して教育介入を行い,その効果を検討した.

病院に勤務する看護師33人を対象に, 「慢性病患者の理解」「認知行動療法を活用した教育方法」「息切れを軽減させる方法」について,これらの「知識」「技術」「関心」の向上を目的とした教育介入を行い,介入前後でその効果の比較を行った.

最終分析対象者は27人(81.8%) であった.介入前と介入1ヵ月後の比較において知識に関する自己評価得点は有意に上昇したが,技術得点では有意差がなかった介入直後の関心得点はいずれの内容に関しでも高かった.講義の内容を臨床で実践した者には,患者の反応や自分自身の変化を認めた.講義の感想では批判的に振り返りを行った者や自己の教育に対し課題を見出した者もいた.

以上より本教育介入は,看護師の知識の習得には効果があったが技術の獲得には結びつかず,より多くの看護師が実践できるようになるには講義の組み立てを検討する必要があることがわかった.さらに,今後は,評価方法や評価時期も検討する必要がある.

DOI： 10.15027/34559

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その他リンク： http://id.ndl.go.jp/bib/024710075

記述言語：日本語   出版者・発行元：一般社団法人日本遺伝性腫瘍学会  

本研究は，卵巣がん患者が遺伝子検査や予防的処置を受けることを希望するか，さらにそれらに対しどのような要望を持っているかを明らかにすることを目的とした．卵巣がん患者5 名を対象に半構造化面接を行った．結果，対象者は，若さや出産の希望，既婚であること，費用の安さ，検査の簡便性，ワクチンなどの予防法があることなどの6つの条件によっては遺伝子検査を受けてもよいと述べた．対象者の語りの中で，娘や孫には勧めるといった肯定的な意見もあれば，怖がらせてしまうなどの否定的な意見も聞かれた．また，遺伝子検査を保険で認められることを要望する対象者も見られた．予防的処置を受ける条件として，ある程度の年齢，出産の希望がない，閉経後であることの三つが挙げられた．医療者は，年齢や婚姻の有無などに配慮した個別的な対応を行い，患者の考えや希望に応じ適切な情報を提供する必要がある．さらに，遺伝子検査や予防的処置を希望する人がそれらを受けられるよう，体制を整えることの必要性が示唆された．

DOI： 10.18976/jsft.12.2_50

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記述言語：日本語   出版者・発行元：広島大学保健学出版会  

本研究は,肝腫瘍に対する手術創部位によって患者の術後回復過程やQOLに,どのような相違が認められるかを明らかにすることを目的とした.対象は,肝腫瘍切除術を受けた患者17名で,手術創の違いにより開胸+開腹群,開腹群の二群に分けて検討を行った.データ収集の方法は,診療記録と「身体的内容」「心理的内容」「社会的内容」から構成された質問紙調査により行った.

その結果,歩行開始時期は開胸+開腹群が開腹群に比べ有意に遅延し,膀胱カテーテル抜去時期やPatient controlled epidural analgesia(PCEA)装着期間,術後～退院までの平均在院日数においても遅延する傾向がみられた.また,創部痛や食欲出現時期においても開胸+開腹群が開腹群に比べ有意に遅延し,術後の生活様式の変化の有無においても有意差を認めた.

従って,医療者は手術創部位によって患者の術後経過に違いが認められることを理解した上で適切なケアや指導を行っていくとともに,患者にとって手術を受けて良かったと思えるような支援を行っていく必要があることが示唆された.

DOI： 10.15027/33566

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その他リンク： http://id.ndl.go.jp/bib/023581854

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記述言語：日本語   出版者・発行元：一般社団法人 日本看護研究学会  

DOI： 10.15065/jjsnr.20040629173

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