Abstract
This study aimed to elucidate how students want to use knowledge acquired and photograph-based
teaching materials in exercises performed for them to understand the historical background of the elderly
and to communicate with the elderly in clinical practices. This study also investigated the effects of using
photograph-based teaching materials by students in clinical practices. Consequently, the following four
categories were extracted as the purposes students used photograph-based teaching materials: “I want to
use photograph-based teaching materials as communication tools,” “I want to deeply understand users,” “I
want to establish excellent relationships with users,” and “I want to get involved with users as an excellent
stimulant by using reminiscence therapy.” The following three categories were extracted as the effects of
using photograph-based teaching materials in clinical practices: “activation of communication between
users and students,” “stimulation by drawing reminiscence and interest from users,” and “understanding of
users, including their lives and historical backgrounds.” The first, second, and third category indicated the
effects on both users and students, only users, and only students, respectively. Students found knowledge
acquired and photograph-based teaching materials used in exercises to be important because they reduced
the students’ anxiety about communication with the elderly and complemented their insufficient
communication skills. The use of photograph-based teaching materials in gerontological nursing practices
using reminiscence therapy was suggested to be effective for both students and users.
