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Relationship between Bone Mineral Density and Dairy Products Consumption in the Elderly
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Development and validation of the Japanese version of the secondary traumatic stress for nursing staff
Get PDFapplication/pdfThis study’s aim was to develop a scale to measure secondary traumatic stress for nursing staff,and to examine its reliability and validity. A mailed questionnaire survey was carried out twice. Survey 1 was distributed to five hundred fifty six nurses from three polyclinic hospitals in the “A” prefecture, with a valid response rate of 60.8%. Survey 2 included 996 nursing staff from 21 general hospitals nationwide, with a valid response rate of 72.2%.
Following analysis of the survey data, a 20-item scale was developed, with three factors, “anxiety and reduced intentionality,” “post-traumatic stress reactions,” and “negative emotional reactions.” The internal consistency and reliability of the scale was analyzed using exploratory factor, reliability, cross-correlation, and item score-total score correlation. Concurrent validity of the scale was examined by correlation analysis with the General Health Questionnaire (GHQ-28) and Japanese version of the Burnout Scale; construct validity was also verified by examining differences in the scale scores by the group, which was selected based on the level of sympathy for patients and duration of care provided. Final confirmatory factor analysis indicated fit indices of CFI = .914 and RMSEA = .092, which met a degree of criteria as the scale. Thus, the Secondary Traumatic Stress Scale for nursing staff exhibited a degree of reliability and validity.看護職者の二次的外傷性ストレスの測定尺度を作成し、その信頼性・妥当性の検討することを目的に、託送調査法による２度の質問紙調査を実施した。調査１は尺度の作成のために、Ａ県内３ヶ所の総合病院に勤務する看護職者556名を対象とし、内的整合性および信頼性、並存的妥当性の検討を経て、「不安・志向性の低下」「外傷後のストレス反応」「否定的な感情反応」の３因子・20項目から成る尺度が作成された。調査２は、作成尺度がより広い地域・対象で使用に耐え得るか検討するために、全国21ヶ所の一般病院に勤務する看護職者996名を対象とした。因子間での質問項目の移動は１項目あったが、因子の変化や削除すべき項目はなく、内的整合性および信頼性、並存的妥当性、構成概念妥当性が確認された。確証的因子分析による適合度指標は、CFI＝.914，RMSEA＝.092であった。以上により、一定の信頼性・妥当性を確保した二次的外傷性ストレス尺度が作成された。journal articl
Outcomes and Agendas of Listening Training Using Role-playing for the First Year Nursing Students
Get PDFapplication/pdfThe objective of this paper is, from analyses of the listening training introduced to the first year curriculum of the nursing students, to structure knowledge, skills and attitudes for listening, and to clarify the outcomes and agendas of listening training using role-playing.
We conducted factor analyses on the ‘listening checking sheet’ prior to the training, and created a covariance structure model. As a result, in the order of: ‘no argument, no criticism’ > ‘listening skills’ > ‘attentive listening, attitudes’ > ‘confirming, interpreting’ > ‘identifying problems’, it was more significantly influential. After the training, each of the low-scored items significantly improved. Also, as regards ‘beneficial points’, we extracted 24 subcategories and 7 categories, and for ‘difficult points’, we extracted 22 subcategories and 8 categories. ‘No argument, no criticism’, ‘listening skills’ and ‘attentive listening, attitudes’ are fundamentals of listening, and it is effective to focus on them in the first year curriculum.本論文の目的は、看護学生対象の初年次教育に導入した話の聴き方の指導の分析から、話を聴くことに関する知識やスキル、態度について構造化を図り、ロールプレイングを用いた話の聴き方の指導の成果と課題を明らかにすることである。指導前の話の聴き方チェックシートの項目を因子分析し、共分散構造モデルを作成した。その結果、「無反論・無批判」→「聴くスキル」→「傾聴・態度」→「確認・解釈」→「問題の見極め」という順に有意に影響していた。指導後にはそれぞれの下位尺度得点が有意に高くなっていた。また、授業後の感想の分析から、「ためになったこと」については24サブカテゴリーと7カテゴリー、「難しかったこと」については22サブカテゴリーと8カテゴリーを抽出した。「無反論・無批判」、「聴くスキル」、「傾聴・態度」は聴くことの基盤であり、初年次教育において重点を置いて指導することが有効である。journal articl
Roles required for a better “campus life support” : The period and purpose of taking counsel
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