This study aimed to classify the activities in psychiatric nursing. Based on a literature review, 3006 nursing actions were identified, and the frequencies of taking 84 of these actions were assessed by questionnaire. The responses of the 641 nurses were statistically analyzed.
Twenty psychiatric nursing activities were extracted from the 84 nursing actions and categorized into the following five groups: basic relationships, expansion, guidance, protection, and release.
Basic relationships comprised “concern” and “respect”. Expansion comprised “increasing self-control”,“taking responsibility as a member of society”,“self-reflection”,“encouraging continued efforts”,“providing realistic perspectives”,“assisting decision-making” and “expanding relationships and space”. Guidance comprised “education”,“providing direction”,“discussion”,“forming contracts”,“monitoring patient intentions” and “providing direction”. Protection comprised “complementary assistance”,“protection and adjustment” and “restriction”. Release comprised “amusement” and “relaxation”.

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The purpose of this study was to identify the problems of mentally handicapped persons visiting a day care, the subjective quality of life and highlighted factors were analyzed in 59 subjects through questionnaire, interview and participated observation.
As a result, it was shown that;
(1) the persons who had stayed in hospitals evaluated the life satisfaction more highly than those who hadn't,(2) the satisfaction of mental function was different depending on diseases,(3) the persons who had lodgers and advisers, especially those who had family members or friends other than clinic members as an adviser evaluated the life satisfaction more highly,(4) the persons who had cooked by themselves more than once a week evaluated mental function of the life satisfaction more highly and the persons whose families cooked evaluated physical function of the life satisfaction more highly,(5) the satisfaction of failure acceptance was generally low and the persons who evaluated it more highly evaluated the life satisfaction more highly.
From these findings, it is suggested that the factors of human relations, self-esteem and the concept of self-cognition appear to have great influences on the life satisfaction, and that the support care for these factors are important.

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The purpose of this study was to identify the psychological stress reaction and psychological stressors in women with ischemic heart disease who were under follow-up treatment on an outpatient basis. The subjects were 75 women in the convalescence/maintenance phase of ischemic heart disease who were under 80 years of age (mean age,64.5 years of age) and who had not undergone cardiac rehabilitation. To clarify factors that might contribute to psychological stress, we examined the PSRS-50R (Psychological Stress Response Scale-50 Items revised), a type A behavior pattern scale, the emotional support network scale, a stressor scale developed by the author, and the patient attributes.
These data indicated that the following psychological stress reactions: myocardial infarction, coronary artery bypass graft, long-term treatment, lack of regular occupation, and an annual income under 3 million yen. The analysis also showed that psychological stress reactions were induced by type A behavior pattern, poor emotional support, and stressors. In particular, aging, exercise therapy, and the unknown aspects of illness caused stress reactions such as depression, anxiety, anger, apathy, and despair. The results also showed that health of the family and family responsibilities caused stress reaction hiding. These findings indicated the need for individual intervention in the patient's daily life, environmental management for family support system, and cardiac rehabilitation.

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The purpose of this research was to explore the process of recovery from reality shock, together with factors that impede recovery, among new graduate nurses. Nine new graduate nurses were chosen as the subjects for this research, and the data were analyzed using a grounded theory approach. The results were as follows.“Issues to be resolved” was identified as the core category in the process of recovery from reality shock, and “Instability” was identified as a factor which impedes recovery. “Issues to be resolved” consisted of five categories:'Acquisition of the ability to carry out basic nursing','Adjustment of interpersonal relations within the workplace','Development of the ability to meet a variety of care needs','Adaptation to the working system','Harmony of personal and workplace values'.“Instability” consisted of four categories:'Anxiety','Disharmony','Decline in self esteem', and 'Lack of leeway'. These findings will aid the planning of support for new graduate nurses.

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The purpose of this study was to clarify the willingness of use and usefulness of TV- Phone from client's /family caregiver's and nurse's acceptance levels/usefulness levels, and also to find out contributing factors to nurse's and client's willingness of use of TV-Phone. The subjects were 17 visiting nurses and 72 clients age 65 and over in two visiting nursing station in Tokyo. As a result, 1) Of 38 items, 34 were consistent between clients and nurses in acceptance and the usefulness levels of TV-Phone. 2) In the present home care services, there were 4 items (“improvement of health”,“time-saving for client”,“observation/judgment of pain”, and “prevention of fire”) affected clients' willingness of use of TV-Phone. 3) There were 9 items (“guidance/education of special nursing care”,“guidance/education on diet”,“anxiety and burden of caregiver”,“continuity of rehabilitation”,“improvement of willingness to live”,“expanding and improvement of interpersonal relationship”,“communication”,“convenience of TV-phone”, and “saving of insurance cost”) affected willingness of nurses on TV-Phone. 4) For home TV-Phone to become more useful, TV-Phone equipment should be widely available with easy operation and a payment system for welfare equipment should become a part of the Long-term care Insurance system.

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The purpose of this study was to examine the curriculum collaborating pathophysiology in adult nursing before clinical practice. This study researched the content of reports that were written by students. Subjects were seventy-seven students. Teaching program was constructured by four sections, personal study, pathophysiology lecture, group work, role-play. The validity answers of reports were seventy-seven. As these results of analysis, the content of learning in personal study and pathophysiology lecture were analyzed four categories, <personal study> <acquisition of the pathophysiology knowledge> <understanding of patient's personality> <learning of nursing plan>. The content of learning in group work were analyzed the four categories, <understanding of patient image> <learning by discussion> <establishment of the assessment> <cues of group work>. The content of learning in role-play were analyzed three categories, <leaning from nurse role> <learning from patient-role> <learning from observer>. Through reports of three sections in learning process related pathophysiology were analyzed five categories, <acquisition of the pathophysiology knowledge> <leaning of pathophysiology in lecture> <nursing plan by pathophysiology understanding> <understanding of pathophysiology on caring> <learning of pathophysiology in group work>.

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[in Japanese]

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