大分看護科学研究
Online ISSN : 1345-6644
3 巻 , 1 号
選択された号の論文の7件中1~7を表示しています
総説
  • 洪 麗信
    2001 年 3 巻 1 号 p. 1
    発行日: 2001年
    公開日: 2019/01/11
    ジャーナル フリー
  • Myoung-Ae Choe
    2001 年 3 巻 1 号 p. 2-7
    発行日: 2001年
    公開日: 2019/01/11
    ジャーナル フリー
    There has been considerable devaluing of the acquisition and use of biological science knowledge within the nursing profession. For a more effective nursing profession based on holism, biological science should be adopted to nursing education in a systematic way. It is useful to look through the development of biological science education in nursing at SNU.There were suggestions to improve biological science education in nursing. Firstly, teaching methods in biological sciences need to be developed by instructors for more effective learning. Secondly, it was necessary that there should be clearer guidelines as to depth and scope of knowledge to be taught from the biological base theoretically as well asciences in nursing perspectives. Thirdly, instructors who teach biological sciences in nursing education are required to have their own specialties of biological science with a nursing background and to extend their knowledge base theoretically as well as clinically. Fourthly, specialist programs for biological sciences should be offered in the Graduate School of Nursing and inservice education programs of biological sciences in nursing practice should be prepared. Finally, a new curriculum of biological science in nursing at SNU was established under the guidance of nurse physiologists (Choe, 1999). Five revised biological sciences such as human structure and function with lab, nutrition and diet, pharmacology in nursing, microbiology in nursing, and pathophysiology, focus on biological knowledge on the basis of nursing science.The syllabus of Human structure and function with lab was presented as continuous endeavors to develop systematic curriculum of biological science education in nursing. In the future, nursing knowledge would be expanded to other related biological disciplines such as genetics and environmental science.
  • Smi Choi
    2001 年 3 巻 1 号 p. 8-14
    発行日: 2001年
    公開日: 2019/01/11
    ジャーナル フリー
    In the last few decades, the role of nursing has branched out into new dimensions of patient care, holding a unique and independent place in health care settings. Unfortunately, however, most nursing schools have not made corresponding revisions in nursing courses dealing with bioscientific aspects of nursing knowledge which will be the basis of their understanding of patients' physical problems and how they will implement the nursing process. Our College of Nursing is very aware of the importance of biological science in nursing education, and reinforced its curriculum in a recent curriculum renovation, integrating and focusing on the courses related to bioscientific aspects of nursing. In this article, a brief overview of courses including pathophysiology, pharmacology, nutrition and diet, and microbiology will be introduced.
  • 鈴木 真也
    2001 年 3 巻 1 号 p. 15-18
    発行日: 2001年
    公開日: 2019/01/11
    ジャーナル フリー
    日本の多くの看護系教育機関において、自然科学系基礎科目は一般教養科目として必修あるいは選択として常設されているのに対し、本学ではそれらの科目にさく時間数が比較的少ない。この現状に対し私は以下の3つの理由から本学における基礎科学教育の拡充を提言する。1. 基礎医学教育導入前に、高校時代の選択科目の違いに由来する学生間の科学教育ベースの格差を埋める。2. 一般教養的な科学的知識や理解力の底上げ(あるいは上乗せ)を行う。3. 入学直後に段階をふんで系統だった基礎科学教育を行うことにより、後の基礎医療系科目や専門看護科目への健全な学習意欲を維持する(引き出す)。また看護系教育機関における基礎医学教育に関して、看護職のspecialtyの観点から、その単位取得に相等するminimum requirement の再評価を行い、その必要条件に即して講義時間等のカリキュラムを改革することが必要である。
  • Kyung Ja Song
    2001 年 3 巻 1 号 p. 19-20
    発行日: 2001年
    公開日: 2019/01/11
    ジャーナル フリー
    Most nurses start their careers as clinical nurses and clinical fields require them to be sensitive to changing medical environments and to absorb current medical and nursing knowledge actively. It is common for new nurses to be frustrated because of a big gap between what they learned at school and what they should practice. Therefore, practical strategies are needed to help nursing students to be well prepared to move to clinical nursing. Some suggestions are summarized for fostering competent clinical nurses from a clinical nurse's viewpoint. First, the identity of nursing as a unique discipline should be emphasized at school. Nurses who have clear answers to what nursing is, can have a pride as a nurse and deliver nursing care more productively. Second, the curriculum of the nursing school should be standardized even though three-year college and four-year university backgrounds co-exist in the same license. Therefore, the school of nursing should guarantee students' abilities to step into clinical nursing. Third, the school of nursing should utilize expert clinical nurses as clinical professors with adequate compensation. Clinical nurses with master and doctoral degrees will remain in the clinical field long as a linking agent between theory and practice and as a role model. Fourth, an internship program should be considered to allow nursing students to broaden their scope of nursing and to deepen their clinical experience.These strategies can also help clinical nursing be accepted as a unique and challenging profession among nurses and other healthcare members.
  • 内田 雅子
    2001 年 3 巻 1 号 p. 21-24
    発行日: 2001年
    公開日: 2019/01/11
    ジャーナル フリー
    看護教育において基礎科学教育をよりいっそう充実させることが求められている。しかし臨床看護においては科学と人間性、個別性を尊重する看護の調和が課題であり、このような視点から基礎科学教育のあり方を検討する。実習指導及び筆者自身の経験から、クライエントを要素に分けて分析し看護問題を解決するための論理的思考はできても、人間性、個別性を尊重した看護を実践することは難しい。従来の科学教育は人間を部分に分けて理解することを目標としていた。このような視点ではクライエントの全体性、個別性が排除されやすい。これからの看護の基礎科学教育は、部分の総和以上である個人を総合的に理解する視点を培うことが必要である。そのためには全体的視点、日常的視点を出発点とするより柔軟な科学の視点を前提に、分析的方法と包括的方法を相補的に活用できる能力を育成することが求められる。
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