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A university English class observation report
Full text link近年多くの高等教育機関で学生の学力の低下が問題となっている．英語力においても例外ではなく，中
学・高校で学習したはずの内容が身についていない学生がいることはめずらしくない．本稿ではある大学
における英語の授業の様子を紹介し，学生の学力に合わせてどのような授業を行っているかを記述した．
この授業の例からも多くの学生が語彙力，第5文型や依頼文などの基本的な文法・表現力を身につけてい
ないことが示され，そのため中学・高校，ひいては小学校からの英語教育を見直すこと，併せて国語の力
をつけることも重要であることを示した．Many higher education institutions are having issues with the decline of the academic performance of university
students. Their English proficiency has gotten worse as well, and it is now common to find many students who
do not understand the basic rules of English, which they had learned in junior high school or high school. In this
study, an English class for university students was described through observation. It was observed that many of the
students had not acquired basic knowledge of English from the description of the class. Therefore, it is suggested
that we reconsider the English-language education in elementary school, junior high school, and high school. It is
also proposed that we should enrich the Japanese-language education of students.departmental bulletin pape
Effect of combined use of Radial pressure wave therapy in a patient with frozen shoulder
Full text link【目的】肩関節周囲炎により関節可動域制限と肩関節の運動時痛，日常生活動作に制限をきたし，治療に
難渋していた症例に対し，拡散型圧力波を併用した効果について報告する．【症例紹介】症例は50歳女性
で職業は看護師. 2021年2月頃より左肩関節に疼痛を認め，同年3月に肩関節周囲炎と診断された.診断よ
り1か月間従来の保存的治療を行うも効果不十分であったため拡散型圧力波を併用した．【方法】照射条
件は3.0bar,10Hz,2000発で週に1回肩関節周囲組織に4回照射した．治療効果判定は肩関節可動域，疼痛は
Visual Analogue Scale，患者立脚型評価法としてShoulder36を行った．【結果】拡散型圧力波併用前後の
評価結果は肩関節の関節可動域は屈曲115°から150°，外転は90°から130°，肩関節中間位での外旋は55°か
ら60°，Visual Analogue Scaleは94mmから26mm，Shoulder36の各項目は疼痛3.6から3.8，可動域3.3から3.8，
筋力1.8から3.3，健康感3.6から3.8，日常生活動作3.8から3.7，スポーツ能力1.5から3.5であった.【結論】本
症例では従来の治療で難渋した症例に対して拡散型圧力波を併用することで関節可動域，疼痛に改善がみ
られ，患者立脚型評価においても効果を得ることができた．The purpose of this paper is to report the effect of the combined use of radial pressure waves (RPW) on a patient
with a frozen shoulder (left side). The patient is a 50-year-old woman, a nurse by profession. In March of the same
year, she was diagnosed with a frozen shoulder. Conventional conservative treatment for one month after diagnosis
was insufficient, so RPW was used in combination. The RPW irradiation conditions were 3.0 bar, 10 Hz, and 2,000
rounds, and the periarticular tissues of the shoulder were irradiated four times a week. Treatment effects were judged
by shoulder ROM, Visual Analogue Scale (VAS) for pain, and Shoulder 36 (Sh36). The results of the evaluation
before and after RPW were as follows: ROM of the shoulder joint was 115° to 150° for flexion, 90° to 130° for
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abduction, 55° to 60° for external rotation at the midpoint of the shoulder joint, 94 mm to 26 mm for VAS, 3.6 to
3.8 for pain, 3.3 to 3.8 for a range of motion, 1.8 to 3.3 for muscle strength, and 3.6 to 3.3 for a sense of well-being.
Range of motion 3.3 to 3.8, muscle strength 1.8 to 3.3, sense of well-being 3.6 to 3.8, activities of daily living 3.8 to
3.7, and sports ability 1.5 to 3.5. In this case, ROM, pain, and Sh36 were improved by the combined use of RPW for
patients who had difficulty with conventional treatment.departmental bulletin pape
Nursing students learn about humanitudes during clinical practice nursing at COVID-19 damages
Full text linkコロナ禍における制限された実習時間の中で，学生は「ユマニチュードについて，何を，どのように学
んでいるか」について明らかにするために，高齢者看護学実習レポートを質的に分析した．その結果，【覚
醒の促しから再会の約束までのケア】，【認知機能への影響を察知したBPSDの予防】，【患者に寄り添った
コミュニケーション技術】，【患者個人を尊重したケア】の4カテゴリーに分類された． シャドウイング実
習を通して，学生はユマニチュードの「見る」「話す」「触れる」についての知識と実際を結び付け， 各技術
について学んでいた．また，患者と看護師の間で起こっている関係性を理解し，見学している現象の意味
をアセスメントすることができていた．In order to clarify "what and how students learn about Humanitudes" in the limited practice time of COVID-19
disaster, the reports of the practice of elderly nursing were qualitatively analyzed. The results of the analyses were divided into four categories:【care from awakening to the promise of reunion】,【prevention of BPSD by detecting the impact on cognitive functions】,【communication techniques that are close to the patient】and【care that respects the individual patient】. Through shadowing exercises, the students were able to connect the knowledge of seeing, speaking, and touching to the actual practice of Humanitude, and learn about each technique. They were also able to understand the relationship took place between the patient and the nurse and assess the meaning of the phenomena they observed.departmental bulletin pape
A report on Judo in The Tokyo Olympic Games
Full text link第32回オリンピック大会柔道競技がCovid-19パンデミックにより1年延期された2021年7月24日から31日
までの8日間，日本武道館にて開催された．今大会へは了德寺大学職員柔道部より100㎏級にウルフアロン
が出場し，了德寺柔道選手初となる金メダル獲得の快挙を成し遂げた．了德寺大学関係者より，金丸雄介
准教授が男子73㎏級，81㎏級の担当コーチとして，秋本啓之講師が女子チーム78㎏超級の担当コーチとし
て，石井孝法教授が強化委員会科学研究部員として，そして山田が強化委員会副委員長としての任を担い，
日本チーム全体では，金メダル9個，銀メダル2個，銅メダル1個という過去最高の結果に繋げることができた．The 32nd Olympic Games Judo competition was started on July 24 at Nippon Budokan in Tokyo for 8 days until
July 31 after one year postponement because of the Covid-19 Pandemic．Aaron Wolf from Ryotokuji Judo Team
participated 100 kg category in Judo at this Olympics and became the first Olympic Gold medalist ever in Ryotokuji
Judo history．Yusuke Kanamaru coached men’s 73kg and 81kg category，and Hiroyuki Akimoto coached women’s
+78kg category while Takanori Ishii conducted as one of the members of Science Research Dpt. in the National
Team Committee of All Japan Judo Federation，and Toshihiko Yamada took a role of vice chairman of the National
Team Committee as well． Japanese Judo team won nine gold，two silver，and one bronze medals in total． This
result was the best result Japanese Judo ever had in the Olympic history．departmental bulletin pape
Adult Nursing Practice I (Chronic Nursing Practice) in Covid-19 pandemic second report ~ A fact of the substitute training mainly composed of the training in the study and the effect ~
Full text link本研究は，コロナ禍における成人看護学実習Ⅰの代替実習の効果と課題を明らかにするために，学生85
人を対象に自記式質問紙調査を行い，臨地実習指導者5人を対象にグループインタビューを行った．その
結果，代替実習の達成感があった学生は83.5％であり，達成感に最も影響を及ぼしていたのはグループメ
ンバーとの関わりであった．次いで，看護過程の情報の分析・解釈，看護問題の明確化，関連図作成，看
護問題優先度の決定，看護目標の設定，実施・評価の理解が達成感を高めた要因であったことが示唆された．
臨地実習指導者は，1日の病棟実習の目標達成のために，タイムマネジメントしながら指導計画し，援助
の説明をするとともに，学生の知識を引き出す工夫をしていた．実習目標を達成できるよう指導や支援に
努めており，指導者としての役割認識が確認された．教員と指導者は，代替実習前に目標や内容を十分に
協議し共通認識をもつことが重要である．代替実習は，患者との関わりが持てないコロナ禍の実習であっ
ても，リアリティを感じられる実習となる工夫を取り入れ，成功体験や達成感を高める教員と臨地実習指
導者の協働による実習指導を行うことが課題である．This study performed writing by oneself type inventory survey targeting at 85 students to clarify an effect and a
problem of the substitute training of adult nursing science training I in the corona evil and performed group interview
targeting at five go to the actual place training leaders. As a result, the student who had sense of accomplishment of
the substitute training was 83.5%, and it was a relation with the group member that had an influence on the sense
of accomplishment most. Then, it was suggested that analysis, interpretation of the information of the nursing
process, clarification of the issue of nursing, association map making, the decision of the issue of nursing priority,
the setting of the nursing aim, the understanding of enforcement, the evaluation were the factors that raised sense
of accomplishment. I instructed it while managing it in time and, for accomplishment of the one-day ward training,
planned it, and the go to the actual place training leader explained the support and was doing invention to draw the
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knowledge of the student. I tried for instruction and support to achieve training target, and the role recognition as
the leader was confirmed. It is important that a teacher and the leader discuss an aim and contents before substitute
training enough and have common recognition. Even if the substitute training is training of the corona evil that the
relation with the patient cannot have, what training by the collaboration of a teacher and the go to the actual place
training leader raising the harvest, a success experience and sense of accomplishment teaches the training that reality
is felt and the invention that it is to is a problem.departmental bulletin pape
Study on active learning about child care methods －Introducing a portfolio for practical training on child care－
Full text link小児看護方法論を履修する3年次生115名を対象に,ポートフォリオ導入前後で質問紙調査を実施した.
ポートフォリオ終了後の調査では,「とても楽しかった」などの前向きに捉えている回答が43名(38.1%),「負
担だった」などの否定的な振り返りの回答は30名(26.8%)であった. 学修状況については導入前後で変化は
みられず,課題がある時のみ学修をすると回答した学生が半数以上と最も多かった.自由記載内容からは,プ
ラスの効果を示す【学修に対する気持ちの変化】,【学修面の気づき】,【学修の変化】,【ポートフォリオ
の利点】の4カテゴリー ,マイナス評価を示す【学修の負担】,【効果の不透明性】,【アクティブ・ラーニ
ングの未理解】の3カテゴリーが抽出された.ポートフォリオ導入前後で小児看護学への学修意欲の変化は
みられなかった.
ポートフォリオは,能動的に学修するきっかけとなりうる.初年次より導入することで,学修への負担感は
減少し,生涯に亘って学び続ける看護職に必要な学修のきっかけとなることが示唆された.A questionnaire survey was conducted on 115 3rd-year students studying child care before and after the
introduction of a portfolio.
43 respondents (38.1%) provided a positive response, such as “it was very fun,” during the survey after the
completion of the portfolio, while 30 respondents (26.8%) provided a negative response, such as “it was a burden.” No changes were seen in terms of the situation surrounding studying before and after the introduction, and the most commonly seen response was “only studying when there are problems,” as more than half of the students provided this response. In the free-response section, 4 positive categories, which were “changes in feelings about studying,” “discoveries about studying,” “changes in studying,” and “benefits of the portfolio,” and 3 negative categories, which were “the burden of studying,” “lack of transparency about effects,” and “lack of understanding about active learning,” were extracted. No changes were seen in the desire to study pediatric nursing before and after the introduction of a portfolio.
A portfolio can serve as a catalyst for studying actively. It was suggested that introducing a portfolio during the
first year could reduce the feeling that studying is a burden and encourage a lifetime of studying, which is essential
for working in health care.departmental bulletin pape
Thoughts of an elderly person continuing cardiac rehabilitation ～ From an interview with a patients in the maintenance phase of cardiac rehabilitation～
Full text link心臓リハビリテーション(以下,心リハ)を継続している高齢者の思いを知るために,心リハ維持期にある高
齢者5名にインタビューを行った.インタビューを質的に分析した結果,115のコードから,【Ⅰ. 生活習慣の
積み重ねとダメージ】,【Ⅱ. 病との付き合い方を身につける】,【Ⅲ.心臓リハ認知度の低さと期待】の3カ
テゴリーを抽出した.心リハを継続している高齢者は,運動や食事など生活面の管理の知識を得るとともに,
仲間との交流と心リハ後の爽快感を得て継続している.一方,心リハの社会における認知度は現在低く,様々
な面からアクセスしやすい仕組みが必要である.To know the thoughts of the elderly who are continuing cardiac rehabilitation , five elderly patients in the
maintenance phase of cardiac rehabilitation were interviewed. After qualitative analysis of the interviews, 115codes were identified, including【 I. Lifestyle accumulation and damage】,【 II. Learning how to live with the disease】,【III. Low awareness and expectation of cardiac rehearsal】. Elderly patients who continue cardiac rehearsal gain knowledge of how to manage daily life, including exercise and diet, and continue to interact with their peers and feel refreshed after cardiac rehabiritation. On the other hand, the recognition of cardiac rehabilitation in society is currently low, and a system that facilitates access from various aspects is needed.departmental bulletin pape
Conceptionalizing of “ethics” as alternatives to “moral education as special subject”
Full text link1958年以来特設されてきた「道徳の時間」に代えて，2017年の新学習指導要領で新教科「特別の教科
道徳」が設けられた．本稿の目的は，この「特別の教科 道徳」に代わる「倫理科」を構想することにある．
第一にこの「特別の教科 道徳」が今日の価値多元的な民主主義社会において子どもたちの自主性と多様
な価値観を保障しながら，現在生じている多様な倫理的諸問題に対応することが困難であることを明らか
にする．次いで「特別の教科 道徳」のオルタナティブとしてこの間提起されている諸構想がそうした問
題点と課題を克服することができるかどうかを批判的に検討する．以上の検討をふまえて，最後にドイツ
のベルリン州の「倫理」やノルトライン・ヴェストファーレン州の「実践哲学」の教授プランを日本の「特
別の教科 道徳」と比較しつつ検討することを通して，それに代わる「倫理科」構想の輪郭を提起する．Instead of the “moral time” that has been established specially as no subject since 1958, a new subject "moral
education as special subject" (hereinafter called“moral education”）was established in the new course of study
curriculum guidance in 2017. The purpose of this study is to conceptualize “ethics” as alternatives of “moral
education”. Firstly, we clarify that this "moral education" has difficulties to respond to the various ethical issue, while
ensuring children's autonomy and diverse values in today's value pluralistic-democratic society. Then we examine
critically whether the conceptions presented during this time as alternatives to “moral education” can overcome
such difficulties. Finally, by comparing the course of study curriculum of the “ethics” in Berlin and the “practical
philosophy” in Nordrhein-Westfalen in Germany with the "moral education" in Japan, we outline the conception of
the "ethics" instead.departmental bulletin pape