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Reconsidering “Iki-iki Age 100 Exercise”
Get PDF2014 年の介護保険法改正で一般介護予防事業が創設され, 住民主体で介護予防を行う通いの場が
重要視された. 中でも,「いきいき百歳体操」は全国的に取り組まれている. そこで,「いきいき百歳
体操」の変遷と特徴, 効果と課題の整理を行い,「いきいき百歳体操」の定義を行うことを目的に文献
検討を行った「. いきいき百歳体操」は , 誰でも取り組める簡単で安全な体操で , ハイリスクアプロー
チである特定高齢者施策に対して行き詰まり感を感じていた自治体に広く受け入れられた．介護予
防として特に身体面に効果があるが, 後継者の確保や新規参加者の拡大など,「いきいき百歳体操」
の継続に関して課題を有していた.「いきいき百歳体操」は, 住民主体の体操と, その継続を支える
ための支援者による仕組みやしかけがワンセットとなった, 効果的な介護予防のためのポピュレー
ションアプローチの一つの形態であると定義づけられた.With the revision of the Long-Term Care Insurance Act in 2014, the General Care Prevention
Project was established, placing emphasis on providing community gathering places where
residents can engage in nursing care prevention. Among these, "Iki-iki Age 100 Exercise” is
being promoted nationwide. Consequently, we summarized the changes, characteristics, effects,
and challenges of "Iki-iki Age 100 Exercise" and reviewed the literature with the aim of defining
"Iki-iki Age 100 Exercise.” "Iki-iki Age 100 Exercise” is a simple and safe exercise in which
anyone can engage and which was widely accepted by local governments who felt a sense of
gridlock with specific elderly measures that are high risk approaches. Despite being particularly
effective in physical terms as a preventive measure for nursing care, it had issues related to
the continuation of "Iki-iki Age 100 Exercise,” such as securing a successor and expanding to
new participants. "Iki-iki Age 100 Exercise” was defined as a form of population approach for
effective nursing care prevention, in which resident-led exercises and mechanisms by supporters
to support its continuation were considered a single set
老年看護学実習前後における 看護学生の高齢者イメージの変化と影響要因
Get PDFThe objective of this study was to clarify changes in nursing students’image of the elderly after gerontological nursing practice and the factors influencing these changes. A questionnaire survey using the elderly image scale was carried out in 201 third-year nursing students at a nursing university before and after gerontological nursing practice in 2017-2019, and the responses were statistically analyzed. Eighty-eight students who responded before and after the practical training (valid response rate: 43.8%) were included in the analysis. The nursing students’image scores of the elderly showed changes after the practice except for cooperation. Furthermore, influencing factors on the image of the elderly included the practice facility with an impact on four factors: competence, activity/independence, well-being, and social extraversion, and the presence of aphasia or dysarthria affecting competence and activity/independence. It was revealed that students who practice in special nursing homes and those who care for the elderly with aphasia or dysarthria tend to have difficulty in positively changing their image of the elderly. To form a positive image of the elderly among students, the results highlight the importance of educational approaches for training instructors and faculty members to convey their own perceptions of the elderly to students, and to help students become able to focus on the elderly's strengths based on current conditions and life histories, in addition to consolidating and integrating gerontological nursing knowledge learned before the practice.本研究の目的は、老年看護学実習前後の看護学生の高齢者イメージの変化および影響要因を明らかにすることである。A 看護系大学2017 ～ 2019 年度の３年次の看護学生201 名を対象に、老年看護学実習前後に高齢者イメージ尺度を用いた質問紙調査を行い、統計的分析を行った。実習前後に回答があった88 名（有効回答率43.8％）を分析対象とした。看護学生の高齢者イメージ得点は、協調性を除き実習後の高齢者イメージが肯定的に変化していた。また、高齢者イメージへの影響要因として実習施設が有能性、自立・活動性、幸福性、社会的外向性の4 因子に影響し、失語症および構音障害の有無が有能性、自立・活動性に影響していた。特別養護老人ホームで実習した学生、失語症および構音障害のある高齢者を受け持った学生は高齢者イメージを肯定的に変化させにくいことが明らかとなった。本研究により、学生の肯定的な高齢者イメージの形成に向けて、実習指導者や教員は、自らの高齢者の捉えを伝える支援、高齢者の状態や生活史を踏まえた強みなどに着目できるための支援、加えて実習前に学んだ老年看護学の知識の定着と実践での統合ができるように支援するという教育的アプローチの重要性が示唆された
