Osaka Aoyama University: Repository / 大阪青山大学学術情報リポジトリ
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Helping children recognize their own value ECEC teacher’s involvement from the perspective of the 2017 course of study for Kindergarten and, Childcare Guidelines, Course of Study for Early Childhood Education.
Get PDFAbstract In the 1996 and 2016 reports of the Central Council for Education of the Ministry of Education, Culture,Sports, Science and Technology, Japan (MEXT), the expectation for children changed, respectively, from “to cooperate with others while maintaining self-discipline” to “to recognize their own value and respect the value of others, and to cooperate with others.” This paper examines the involvement of Early Childhood Education and Care (ECEC) teachers in enabling children to “recognize their own value and engage with others” using Japan’s National Curriculum for Early Childhood Education.
The involvement of ECEC teachers described in the guideline is considered to be transnational. We found that in Japan, the role of ECEC teachers has changed over time.departmental bulletin pape
A survey of mental and physical health status and interest in self-care and oriental medicine among nursing university students
Get PDFThis study conducted a basic survey to examine ways to better manage college
life in the COVID-19 era. The subjects consisted of first-year nursing students at
a university a who had experienced student life during the COVID-19 pandemic.
The results showed that the percentage of students reporting problems with their
subjective state of mental and physical health was low; however, the percentage
of students reporting worries and stress and subjective symptoms was high. It
was inferred that the current state of the students is that of "MIBYO" in oriental
medicine, suggesting the need for preventive medical support through selfcare.
In addition, the large percentage of students who were interested in selfcare
but who had not yet actually practiced it suggested the possible necessity of
education to improve health-literacy skills in the future.departmental bulletin pape
Changes in Interests and Needs of Nursing Students Studying International Health and Nursing Before and After the Coursework
Get PDFPurpose: This study examined changes in the interests of students who took a course on international health and nursing before and after the coursework and the effects of learning in the first year of college.
Methods: A self-administered questionnaire survey was given to 110 first-year college students and 14 fourth-year college students who took a course on international health and nursing before and after the coursework.
Results: Interest in international health and nursing increased in both groups after the course, with the difference being signifi cant (p<0.001). There was no significant difference in the perception of the need to learn before and after the course. The most important reasons were “global erspective” and “subject of nursing” with significant differences found for “relation to the SDGs (p<0.01)” and “helping foreign patients (p<0.05)” First-year students wanted to learn from the year that they entered college, with the difference being significant (p<0.001).
Conclusion: This study suggests that students who study international health and nursing display an increased interest in the subject after taking the course. Having the course early in their college curriculum provides an opportunity to understand nursing and the recipients of nursing care from a global perspective from the start of their studies.departmental bulletin pape
Student learning in Health education exercises using Collaborative Learning
Get PDFIn this study, by analyzing student notes, we investigated learning that occurs
in a health education seminar based on collaborative learning. The following
themes were identified because of the analysis: key points of instruction, drawing
out the strengths of the subjects, leading to proactive health management,
encouraging the establishment of healthy lifestyles, improving the community
environment, supporting cooperation and collaboration, and relationship
with public health nurses. The participants learned about the process of the
instruction on health education, the purpose, and the key points of the instruction
on health education, and the foundation of community health activities. Elements
of Cooperative learning such as "mutual exchange," "mutually beneficial
cooperation," and "individual responsibility" were also ensured, and group
activities based on cooperative learning were actively developed, which provided
suggestions for future seminars.departmental bulletin pape