Team Based Learning(TBL) is an instructional approach which seeks to deepen individual student study through group work which, in turn, improves the performance of a learning team. In order to enforce individual responsibility in group work, peer evaluations of team members are assumed to be indispensable. To be effective, feed back from these evaluations must be given quickly. In this study, we implemented a peer evaluation mechanism through the questionnaire module of the course management system Moodle. This module prevents double entry and allows results to be viewed immediately. It also enables instructors to set up groups and roles and provides excellent anonymity for student users. However, setting up the peer evaluation format and providing a way to download an evaluation file took a great deal of time and effort. Direct access of the Moodle database was required to enable bulk downloading of evaluations. Systemizing TBL structures through Moodle provides students with immediate access to peer evaluations and saves TBL instructors much time in preparation
To clarify the relationship between nutritional intake and desire to be slim in young women , we performed a survey by questionnaire on 69 female students in Department of Human Life Sciences at Kochi Gakuen College. Nutritional intake of the students was widely distributed.Students were classified into two groups based on their nutritional intake: 43 students with insufficient nutritional intake mean calorie intake: 1,193.9±227.6 kcal the low energy group and 26 students with sufficient nutritional intake mean calorie intake: 1,713.2±211.9 kcal the normal group. The intake of protein, fat, carbohydrate, calcium, vitamine E, B1, B2 and vitamine B6 in the low energy group were significantly lower than those in the normal group. In the low energy group, the energy intake correlated positively with the intakes of protein, fat and carbohydrate. Although no difference was observed in the frequencies of the regularity of meal times, figure recognition, daily exercise and skipping breakfast in both groups, more students have the desire to be slim in the low energy group compared with the normal group (97.7% vs 84.6%). In addition, the students who overestimated body weight, was observed 72.0% in low energy group. These results suggest that the students in the low energy group have the desire to be slim, overestimate their body weight, and then restrict nutritional intake.
The aim of this study is to reveal the facts and problems on "health and safety" implementation in childcare centers recognized by the management staff of the institutions (hereafter called directors). The survey was conducted by an anonymous, self-administered questionnaire, sent by post to 130 directors among 1763 childcare persons working at the public and the private childcare centers in prefecture A, and 62 managers responded (collection rate: 47.7%). The result shows the low rate of answering "good" and "very good" for the questions of "Allocation of special staff " and " Daily collaboration with the community and relevant organizations." Whether or not there is a nurse in the institution has a statistically significant difference in answers to the "Allocation of special staff" question, and the presence of a dietitian shows a significant difference in answers to the "Consultation with the childcare's consulting physician or the child's physician" and "Preparation of first-aid kit and safe environment." In "Mental support for the childcare staff," 12.8% answered "bad" or "very bad." The result suggests that employing nurses, providing the childcare staff with education by community nurses or by nursing schools, and building up a system of mental support for the childcare staff are necessary to implement "health and safety" sufficiently. The result also suggests that achieving an internal and external partnership is inevitable to support directors who have a great responsibility.
In this study, we intended to take advantage of future educational practice, and to clarify the current status of nursing skills in the clinical practice of nursing students nursing university.This time, the same as for students Part1, clinical practice in the third year of the four fiscal year 2011, and basic nursing and acute care nursing and chronic phase nursing and pediatric nursing and psychiatric nursing and gerontological nursing and home care nursing to be implemented in two years of continued annual 2,3 we investigated the actual situation of the experience nursing skills of nursing practice. As a result, the characteristics of a high field embodiment, the characteristics of the item revealed low. Be considered as factors that have an influence on the implementation rate, fill in the check list of nursing skills and experience are not connected, first, the need to modify the expression was suggested. In addition, in order to items that have not been able to experience in nursing skills to enhance the technical experience of the student many to cooperate closely with training facilities, teachers, nursing skills region of each so that you can experience in the area was thought to be easier to tackle the experience of nursing skills in clinical practice can be considered so that you can experience the nursing skills as much as possible make the cooperation between the regions, by performing the strengthening of university training.
n this study, we investigated the state of the conference at clinical practice in 4 areas in the sophomore of nursing students, which was intended to find the directionality of future educational practice. As a result, for the purpose of the conference, "sharing each other's information" was 73 times(43.5%), "examining contents and deepened a thought" was 48 times (28.6%) in 168 times of the conference. As a result of having analyzed described contents qualitatively, "difficulty of the environmental management for carrying out conference," "a teacher's subject own for effective conference management," "affected characteristic of the students who run the conference," "growth of the students as the effect of the conference," and "change teachers themselves as the effect of the conference" have become clear. From this, what was suggested it as follows: 1. Teachers need to prepare such as telling the students purpose and how to run the conference before clinical practice.2. Teachers have to support as a role of the facilitators while thinking about the characteristic of the student. On that account, teachers are required to improve their ability as the facilitators.