Abstract
Purpose : The purpose of this study is to clarify how nursing students understood health guidance through wearing pedometer, recording daily activities and experiencing role-playing. Methods : The subjects were 74 third-year students at a nursing university who went through a series consisting of the use of a pedometer, recording of daily living activities, group work, and role-playing (hereinafter referred to as "the practical exercises"). After the practical exercises, they were asked to prepare a report on "the actual situation of health guidance and the reaction of the guidance clients, and their realization through experiencing the health guidance." The reports were collected at the site, and the described contents were analyzed with a focus on the students' understanding of the guidance. Ethical consideration : We explained the purpose and method of this study to the student. We covered the name of the describer in the classification of description contents. Results : The categories of the health guidance which the student learned through the practical exercises were as follows; "Integration of relationship with clients and the community health nurse" "Providing clients with an occasion to review their own life" "Providing clients with an opportunity to utilize ability of their own" "Encourage clients to undertake behavior modification". Discussion : We thought that the students understood the basics of the health guidance method. The students learned that health guidance was based on the building of human relations with the community health nurse and the client, and empowered the clients and encouraged them to undertake behavior modification.
