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A literature review on the understanding of "ordinary persons" among nursing students in clinical training
Full text link本研究の目的は、看護学生が「生活者」として患者を理解した内容を国内の文献から明らかにし，臨地
実習において学生を指導する上での示唆を得ることである．文献は医学中央雑誌Web版とCiNii Articles
を使用し「臨地実習」「看護学生」「生活者」「対象理解」をキーワード検索し，目的に合致した 21件を分析
対象とした。結果，看護学生が看護の対象を病気の治療をうける患者ではなく「生活者」として理解した
内容として【疾患を持ちながらの日常生活】【その人の生活習慣】【その人の家族】【その人の信念】【その人の
社会的な側面】【その人の経済的な側面】の６つのカテゴリに分類することができた．看護学生が捉えた患
者の情報の中から，なぜ患者はその生活習慣を守りたいのか，なぜそのような思いを持ったのかを指導に
当たる教員は看護学生と共に考え，患者との直接的な経験をリフレクションさせることにより看護学生の
「生活者」として患者を理解する支援となることが示唆された．The purpose of this study is to clarify the content of nursing students' understanding of patients as "ordinary
persons" from domestic literature and to obtain suggestions for teaching students in clinical practice. The literature
was searched using the Web version of the Central Medical Magazine and CiNii Articles using the keywords "clinical
practice," "nursing students," "ordinary persons," and "object understanding," and analyzed 21 cases that matched
the purpose. In this study, we conducted a literature review on understanding recipients of nursing care as "ordinary
persons" rather than patients undergoing treatment for illness by nursing students in clinical training. The articles fell
into the following six categories: "daily life with illness," "lifestyle of each person," "family of each person," "beliefs
of each person," "social aspect of each person," and "financial aspect of each person." The results suggest that
nursing students' understanding of "ordinally persons" is facilitated by thinking together with the students about why
the patient wants to keep his/her lifestyle and why he/she has such a thought based on patient information perceived
by the nursing students and letting them reflect on their direct experiences with the patients.departmental bulletin pape
Comparison of learning in elderly nursing practice in multiple nursing homes -Comparison of learning in paid nursing homes for the elderly-
Full text link本研究は，複数の高齢者施設における高齢者看護学実習の学生の学びを，最終課題レポートによる内容
分析を行い学びを明らかにした．さらに，施設ごとの比較検討をした．コロナ禍によって，施設実習を実
践できた介護付き有料老人ホーム2施設による学びの比較である．結果，A施設での学びは3つのカテゴリ，
10のサブカテゴリを抽出した。B施設での学びは，3つのカテゴリと8のサブカテゴリ抽出した．共通の学
びとして，【高齢者施設の特徴】【高齢者を理解する視点】【生活・療養の場における支援】の３つのカテゴリ，
≪癒し・安心な生活の場≫≪多職種連携の重要性≫≪いままでの生活背景≫≪高齢者の尊厳を支える支援
≫≪持てる力を支える支援≫等の６つのサブカテゴリを明らかにした．施設ごとによる学びの相違は，≪
リスクマネジメント≫≪施設看護師の役割≫等の６つのサブカテゴリであった．以上，高齢者が居る場所
や生活の場が異なったとしても，高齢者看護学の必要な基本的要素を学んでいることがわかった．This study is a final task report on the learning of students in nursing practice for the elderly in multiple facilities
for the elderly.The content was analyzed by the teacher and the learning was clarified. In addition, a comparative
study was conducted for each facility.Comparing learning from two paid nursing homes with long-term care that
allowed them to practice institutional trainingbe. As a result, learning at facility A extracted 3 categories and 10
subcategories. At facility BFor learning, 3 categories and 8 subcategories were extracted. As a common learning, [of
facilities for the elderlyFeatures] [Viewpoint of understanding the elderly] [Support in the field of life and medical
treatment] Three categories, ≪ HealingA place for a safe and secure life ≫ ≪ Importance of multidisciplinary
collaboration≫ ≪Background of life ≫ ≪Dignity of the elderlyWe clarified six subcategories such as "Support for
Supporting" and "Support for Supporting Power". FacilityThe difference in learning between the two is the six subclasses
such as > >It was Tegori. As mentioned above, even if the
place where the elderly live and the place of living are different, the nursing practice of the elderlyIt turns out that I
am learning the necessary basic elements.departmental bulletin pape
“Practical skills required for public health nurses and achievement level at graduation” at University A
Full text link本研究の目的は，A大学の3学年終了時とコロナ禍で臨地実習が少なかった4学年の卒業時の「保健師に
求められる実践能力と卒業時の到達度」の実態を比較し，検証することである．研究方法は，「保健師に
求められる実践能力と卒業時の到達度」についてGoogleclassroomを使用して3学年と4学年の終了時に匿
名にて収集した．
「保健師に求められる実践能力と卒業時の到達度」における大項目Ⅰの地域の健康課題の計画・立案，
大項目Ⅱの地域の健康増進能力を高める活動，大項目Ⅲの地域の健康危機管理において，学生の自己評価
では「少しの助言で，ひとりでできる」の項目が，「助言があればできる」の到達にとどまり，臨地実習
の中止や短縮による体験の減少が要因と考えられた．大項目Ⅲの危機管理能力に関しては，コロナ禍とい
う学生の体験が危機管理の模擬事例の展開を通して活かされ，到達度の向上に繋がったと考える．大項目
Ⅳの施策化や事業化は，先行研究同様到達度は低くなっていた．
結論として，保健師活動の実践現場に近い体験型学内実習は，4学年の卒業時到達度の自己評価を向上
させていた．Purpose: This study aims to understand details of “Practical skills required for public health nurses and achievement
level at graduation” by comparing the achievement levels at the end of the third year and at the fourth-year
graduation at University A when students had only few opportunities for clinical training due to the COVID-19
Pandemic.Methods: Anonymous questionnaires about the “Practical skills required for public health nurses and
achievement level at graduation” were collected electronically with “Google classroom” at the end of the third and
fourth years.Results / Discussion: Students evaluated their achievement for items listed in Category I ‘Formulation of
plans to deal with community health issues’, Category II ‘Activities to improve community health promotion skills’,
and Category III ‘Community health emergency management’. When asked if they could perform the duties involved
by themselves with only some advice, their subjective evaluation here was limited to “I can do it with advice”. The
decrease in experience can be assigned as due to the cancellation or shortening of clinical training that may have
contributed to this result. For the emergency management skills in Category III, the students utilized their experience
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of the COVID-19 Pandemic in the simulated cases of emergency management, which led to improvements in the
achievement level. For Category IV, ‘Formulation of measurements and continued utilization of skills in actual use’,
the achievement level was low as reported in previous studies.
Conclusions: The on-campus simulation training, which is close to the actual practices in public health nurse
activities, improved the self-evaluation of the achievement level at the time of graduation in the fourth grade.departmental bulletin pape
A case of distal radius fracture with a dislocation of metacarpophalangeal joint of index finger
Full text link指中手指節関節（以下，MP関節）脱臼は比較的まれである外傷であるが，渉猟しえた限りMP関節脱
臼を合併した橈骨遠位端骨折の報告はない．立位から転倒し，手掌をついて倒れると手からの介達外力
で橈骨遠位端は長軸圧をうけ，かつ強度の背屈が強制され，掌側凸の屈曲力が加わるため骨折が生じる．
この際，MP関節には外力が働かず脱臼が生じない．今回，示指MP関節脱臼を合併した橈骨遠位端骨折
の症例を経験した．右示指・右手関節のROM（関節可動域）制限は認めるが，痛みを認めず，他の指と
の自動運動が可能であり，ADLに支障を認めず特に不便なく日常生活をおくっていて患者の満足度は高
かったため良好な結果であった．本症例は86歳男性．主訴は右手関節痛．2019年5月29日転倒し右手関節
をつき受傷．右手関節痛を訴え，6月4日近医受診．初診時単純X線で橈骨遠位端骨折の診断となり，6月6
日当院紹介となった．6月20日単純X線で転位の進行を認めたが，ROM制限の可能性を伝え同意を得てこ
のまま経過観察とした．7月11日ギプス除去し，ROM訓練を行った直後から他指に比し示指MP関節の著
明な屈曲制限を認めたため，Xpを施行し，示指MP関節の背側脱臼を認めた．7月30日他院で観血的脱臼
整復術施行，リハビリ目的で当院紹介となった．右示指MP関節の著明なROM制限の残存を認めるもの
の，明らかな疼痛を認めず，ADLに支障を認めず経過は良好であった．橈骨遠位端骨折治療中にMP関節
のROM制限の合併を認めれば本疾患の合併の可能性を考える必要がある．Dislocation of the metacarpophalangeal joint (MP joint) is a relatively rare trauma. We report a case of distal
radius fracture with dislocation of the index finger MP joint. Case: an 86-year-old man. The chief complaint: right
wrist joint pain. Current medical history: May 29, 2019 he fell and injured with right wrist joint. He complained of
a right wrist joint pain and visited a doctor on June 4. At the first visit, the diagnosis of distal radius fracture was
made by plain X-ray, and the cast was fixed. Therefore, the patient was referred to our clinic on June 6. Progression
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of dislocation was observed at X-ray on June 20, but the possibility of ROM（ Range of motion）restriction was
communicated and consent was obtained for follow-up. Immediately after the cast was removed on July 11 and
ROM training was performed, a marked ROM restriction was observed in MP joint of the index finger. Therefore,
when X-ray was performed, dorsal dislocation of the index finger MP joint was observed. On the same day, he was
introduced to another hospital for the purpose of surgery. On July 30, surgery was performed. He was introduced to
our clinic for the purpose of rehabilitation. As of March 26, 2020, although ROM restrictions were recognized, no
ADL problems were observed. If ROM restriction of MP joints is observed during treatment for distal radius fracture,
it is necessary to consider the possibility of complication of dislocation of metacarpophalangeal joint.departmental bulletin pape
Relationship between practical satisfaction and achievement of students in maternal nursing practice in the Covid-19 ―Analysis of issues arising from the decrease in clinical practice time 1st report―
Full text link本研究は，Covid-19禍における母性看護学実習の学生の実習満足度・到達度の実態を知り，臨地実習時
間減少から生じた課題を明らかにすることを目的とする．2020年9月から2021年3月迄に母性看護学実習を
履修したA看護系大学学生90人を対象に，無記名自記式質問紙により調査し，分析対象は78名（有効回答
率86.6％）であった．その結果，学内実習主体群では，臨地実習主体群に比べて相対的に学修意欲や実習
満足度・到達度がやや低くなる傾向がみられ，臨地実習時間の減少したことによる影響と課題が示唆され
た．学内実習では，技術習得を促進し，成功体験や自己効力感を高めるよう主体的学修方法を組み立てる
ことにより，学修成果が実感でき，実習到達度・満足度を高めることができる.The purpose of this study is to understand the actual situation of the degree of satisfaction and achievement of
the students in the maternity nursing practice in Covid-19, and to clarify the problems caused by the decrease in the
clinical practice time. A survey of 90 nursing university students who completed maternal nursing practice using an
anonymous self-administered questionnaire from September 2020 to March 2021, and analyzed 78 subjects (valid
response rate 86.6%).
As a result, the on-campus practice -based group tended to have a slightly lower learning motivation, level of
satisfaction, and achievement level than the clinical practice -based group, suggesting the impact and issues of
the decrease in clinical practice time. A decrease in clinical practice time may affect the achievement level，and
the problems to be solved and the countermeasures were suggested in the teaching method mainly for on-campus
practice. In on-campus practice, we will formulate independent learning methods to promote skill acquisition and
enhance successful experiences and self-efficacy.
Resulting in the learning outcomes and improve the degree of achievement and satisfaction of the practice.departmental bulletin pape
東京2020オリンピック競技大会におけるコーチング
Full text link2021年夏，東京2020オリンピック競技大会(以下，東京五輪)がコロナ禍の状況において開催され，アスリートたちの健闘が大きな話題となった．中でも日本柔道チームは，史上最多となる9個金メダルなど合わせて12個のメダルを獲得し，その躍進が世間の注目を浴びた．
私は2008年北京オリンピックを最後に柔道の現役選手を引退し，その直後から2021年9月までの13年間，全日本柔道連盟で男子のシニアコーチを務めた．東京五輪ではコーチとして，73㎏級大野将平選手，81㎏級永瀬貴規選手を担当し，団体戦こそ金メダル獲得はならなかったが，両選手個人の最終目標であった「金メダル獲得」を達成させることができた．
東京五輪に挑むにあたり，選手のパフォーマンス低下が懸念された大きな障害が二つあった．一つは，新型コロナウイルスの世界的な感染拡大によって当大会が1年延長されたことである．もう一つは，自国開催におけるプレッシャーである．私はこの二点に対処することを意識し二名のコーチングに当たった．選手のパフォーマンスは様々な要因が複雑に絡み合い，有機的に影響し合って構築される．従って，私が行ったコーチングが正しかったか否かを正確に評価することはできないが，本発表では，東京五輪における私のコーチングの一端を報告し，困難な状況下におかれている選手のサポートに関して議論を深めたい．conference proceeding
Development of clinical practice of adult nursing under the COVID-19 state of emergency -Report on the on-campus practice and the result of a questionnaire survey on the student nurses-
Full text link2021年9月に3年生42名は3週間の成人期看護学実習(周手術期実習)を予定していた．しかし，新型コロナ
ウイルス緊急事態宣言が出されたため学内実習となった．対象学生は，2年時の基礎看護学実習も臨地で
実習ができていない．そこで，学生の学習内容を精選し，目標を達成するために展開方法を工夫した．学
習の順序は，術中・術前・術後の流れで行い，学習方法は，DVD学習，講義，教員の役割演技によるデ
モンストレーション，グループワークおよび発表などを取り入れた．その結果，学内の落ち着いた学習環
境で，学生は理解を深め，周手術期看護の重要点について学ぶことができ，目標の達成度と満足度は，学
生から高い評価を得ることができた．
本論文では，学内での学習内容・方法に関するアンケート調査結果と今後の課題を報告する．In September 2021, 42 junior nursing students were supposed to take a three-week nursing practice (perioperative
practice). However, due to the declaration of the state of emergency owing to the COVID-19 pandemic, the students
took the practice on campus. Notably, they were unable to finish basic nursing practice in their second year.
Therefore, we examined the learning contents of the practice and devised a method of development for the students
to achieve the goal.
They learned in the order of intraoperative, preoperative, and postoperative, and they used methods of DVD
learning, lectures, role-playing demonstrations by teachers, group work, and presentations. As a result, the students
deepened their understanding and learned important points of perioperative nursing in a comfortable learning
environment on campus. The achievement of the goals and satisfaction of the learning were highly appreciated by the
students.
This paper reports the survey results on the learning contents and methods after the practice and the implications
or possible problems in the future.departmental bulletin pape
English language learning: University students’ expectations regarding new curriculum
Full text link2022年度からのカリキュラム改正にあたり，英語科目では英会話とベーシック・イングリッシュを新設
することになった．この科目の設置は教職員間の議論の末に行われたものであり，学生の意向を反映して
決定したものではなかった．そのため，この新科目の設置が学生の学びの意向に沿うものであったかを明
らかにする目的で，1年生288人に対してアンケート調査を行った（回答率92.0%）．アンケートでは大学で
学びたい英語科目や技能，英語学習に対する意欲・関心などについて尋ねた．その結果，33.8%の学生が
スピーキング（英会話）を，20.3%の学生が文法（英語の基礎）を学びたいと回答し，リーディング，リ
スニング，ライティングを選んだ学生よりも多かった．したがって，英会話とベーシック・イングリッシュ
を新科目として設置したことは結果的には妥当であったことが示唆された．The university has decided to add English Conversation and Basic English courses to the English language
learning curriculum starting 2022. However, at the time the decision on revising the curriculum was made, students’
opinion was not sought. Therefore, we used a questionnaire survey to determine the topics the students were
expecting to study and whether they were covered by the new subjects. We asked 288 first-year students about the
English subjects they expected to take, the skills they expected to acquire and develop, their interest in English
language learning, among others. The results revealed that 33.8% of the students expected to improve their speaking
skills and 20.3% of them wanted to learn basic English grammar. Therefore, the implementation of the English
Conversation and Basic English courses would be desirable.departmental bulletin pape
