The University of Nagano Repository / 長野県立大学リポジトリ
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高齢者の胃瘻栄養法などの経管栄養に関する選択と意思表示について
Get PDFThe recent development of tube feeding enables a person who is unable to take anything by mouth because of aging and/or diseases to be alive longer. To present, a percutaneous endoscopic gastrostomy (PEG) has been frequently used because of its convenience and safety. However, the easy use of PEG has been criticized and reconsidered during the last decade. The problem associated with the decision making of the patient and his/her family is still remained. Sometimes the family faces to the decision making process with a conflict on behalf of their family member who is supposed to be fed by tube. Therefore, it would be convenient for us to utilize a “living will display card” similar to an “organ supply will display card” in order to show our living will. We examined the knowledge and the attitude toward tube feeding at the end-of-life nutrition among the people lived in the northern part of Nagano prefecture, and to obtain their evaluation about a “living will display card”, which we proposed. A questionnaire survey was preformed and the recovery rate was 92%. As results, the survey revealed a poor knowledge of the subjects about the tube feeding. Less than 40% of the subjects did not know the fact that the living will is not necessarily required for starting the tube feeding. The knowledge about the tube feeding based on their personal experiences seemed to contribute the refusal of persistent use of tube feeding. About a half of the subjects affirmatively answered to use “living will display card”. More than 70% of the subjects showed the respect toward their family member’s will in case the member would refuse the tube feeding in the end-of-life using the card. Not only the “living will display card” would let the family to respect their member’s will, it would also provide them a chance to discuss about nutrition at the end-of-life for their family member
学生による授業評価は授業の改善に役立っているのか？[研究ノート]
Get PDF評価には総括的評価と形成的評価がある。我が国における学生による授業評価は，当該科目のすべての授業が終了した時点でその授業全体を学生に評価させる総括的評価として実施されることが多い。本研究では，学生による授業評価をより“形成的” にするため，科目が開講されている途中で学生に複数回授業評価を求め，それが授業の改善に役立っているかどうかについて検討した。2 つの講義科目（「教育心理学」と「行動分析学」）の受講生を対象に，授業内容・授業方法を問う10 の質問項目からなる授業評価を複数回実施したところ，平均評価値は授業回数が進むにつれて増加傾向を示した。科目開講中に学生による授業評価を実施することは，「授業内容や授業方法が学生の希望する方向に変化した」という意味において授業の改善に有効であったと考えられる
保育者養成における総合的表現活動の一考察 : 赤ちゃん絵本を使った表現活動の実践から
Get PDFUp until now, the implementation of comprehensive expressive activities in childhood care and education has been conducted with a focus on activities such as operettas and musicals. In addition, there are many studies on these activities in regards to the education effects for things such as the improvement of communication skills and expressiveness. However, due to the fact that activities such as operettas and musicals are large—scale works of art, the production time and number of people needed to produce such works is large. Therefore, this study conducted video works production activities that turned infant picture books into text during the Contents of Childcare (Musical Expression) Ⅱ from 2009 to 2013. This idea was proposed as a comprehensive expressive activity that could be done with a small group of people. In addition, through analyzing the state of the production process, a student survey, and the characteristics of the student “creations” musical expression, bodily expression, creative expression, linguistic expression, and picture expressions, it was demonstrated that this activity was one in which one could master comprehensive expressiveness
ホームスタート（家庭訪問型子育て支援）におけるニーズの特徴
Get PDFホームスタートは、2009年頃から日本でも始まり、特に東北の震災をきっかけに福島などで急増した。2015年に長野で初めてホームスタート活動が開始された。2000年代に入って地域における拠点型の支援など、子育て支援制度が徐々にでも広がってくるなかで、こうした家庭訪問型の支援は今大きな注目を集めている。養育支援訪問事業や乳児家庭全戸訪問事業（こんにちは赤ちゃん事業）などの専門職が訪問する制度と異なり、ホームスタートは子育て経験者がボランティアとして、傾聴と協働を実践する民間の活動である。イギリスで始まったホームスタートにはこの傾聴と協働の原則以外に大きな特徴がある。それはニーズを把握して検証するための枠組み（証拠基盤性）が組み込まれている点である。ここでは、2015年に長野で実施された23ケースを検討して、ホームスタート独自の13項目に集約された枠組みを考察する
男子大学生の居住形態が野菜摂取量に及ぼす影響
Get PDFA questionnaire and interviews were conducted with male university students to study the relationship between their living styles and vegetable intake. Results from previous research and this study were compared; both in 1996 and 2014 showed that those living at home ate more bright red, green or yellow vegetables and light color vegetables than those living away from home. The 2014 students, when compared to the 1996 students, revealed increases in rarely eating vegetables, 25% among those living at home, and 55% among those living away from home. Also, 2014 students living away from home who rarely eat vegetables rose to 80%. Students who made their own meals rarely ate vegetables. Among students who ate out, 27% ate vegetables while the others need to consciously choose to eat vegetables. When students proceed on to university their living styles change and 90% are living by themselves. Students living away from home skip meals and vegetable intake is low, therefore the frequency of well-balanced meals is low. Thus, nutritional education needs to respond to various living styles
