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第01巻(2006) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/6625

Title: 精神看護学実習の「患者-学生」関係における困惑を改善するための指導方法の研究
Other Titles: A study of teaching strategies that mitigate the students' perplexity regarding patient-student relationship in psychiatric nursing practice
Authors: 中野, あずさ
益子, 育代
田村, 文子
TAMURA, Fumiko
Keywords: 精神看護学実習
psychiatric nursing practice
process record
problem factor
Issue Date: Mar-2006
Publisher: 群馬県立県民健康科学大学
Citation: 群馬県立県民健康科学大学紀要 1,51-62,2006
Abstract: 目的:本研究の目的は,精神看護学実習におけるプロセスレコードを使った指導の有効性について検討するものである.方法:対象は,精神看護学実習での困惑場面について再構成されたプロセスレコード44例である.プロセスレコードを使った指導は,1)ロールプレイ,2)かかわりの評価,3)縦読み,4)横読み,の手順に従って実施された.本稿は,学生の困惑状況とその問題要因について分析を行った.結果:学生の困惑状況は8つのカテゴリーに分類できる.さらに,その問題要田は,1)コミュニケーションスキルの未熟さによる状況把握の不足,2)察しの悪さによる共感性の欠如,3)わかったつもりになって患者へ不快感を喚起してしまうこと,4)精神症状に対する不安,の4つのパターンに整理された.学生はロールプレイを通して患者に対する共感性が高まり,縦読み・横読みから自分のかかわりの問題点と改善策を見出だすことができた.
Objectives: The purpose of this paper is to examine teaching strategy to mitigate the students' perplexity with patient relationship, using process records in psychiatric nursing practice. Methods: This paper used 44 process records which were described students' perplexity with the patient-student interaction in psychiatric nursing practice. The instruction using the process records was implemented the following procedure; 1) role playing, 2) evaluation of communication, 3) reading lengthways, 4) reading on the side. This paper analyzed these records of students' perplexity and the causes of their feelings. Result: The students' perplexity can be classified into 8 major groups. In addition, the causes of their feelings are divided into 4 main categories as follows; 1) inability to grasp the circumstance due to unskilled communication, 2) difficulty in sympathizing due to lack of consideration, 3) pretending to know that makes the patients uncomfortable, 4) anxiety for psychic symptoms. It is found that students could acquire the sympathy for patients through role playing, and understand their own problems and improvement in interact with patients through reading lengthways and on the side.
Description: 原著
URI: http://hdl.handle.net/10087/6625
ISSN: 1881-0691
Appears in Collections:第01巻(2006)

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