@article{oai:niconurs.repo.nii.ac.jp:00000165,
 author = {山田,  正実 and 小林,  優子 and 岩片,  栄造 and 加藤,  光寶},
 journal = {新潟県立看護短期大学紀要},
 month = {Dec},
 note = {本学のリハビリテーション看護教育の実態と課題を明らかにするために、リハビリテーション看護実習に対する学生の評価、および本実習で学んだ知識や技術がその後の臨床実習にどう活かされたかについて実態調査を行った。調査は、本学の看護学科3年生全員(n=99)を対象にしたアンケート調査で、全臨床実習終了後に実施した。リハビリテーション看護実習で、学生が理解しやすいのは機能訓練に関するテクニック的な内容であり、理解が困難なものは対象者やその家族の心理・社会的側面であった。看護との連携も理解がやや困難であった。理解が難しい内容については、実習内容や方法を検討する必要がある。実習後の経験では、機能訓練や機能訓練指導の実施、および理学療法士・作業療法士との連携に問題があった。本実習で学んだ知識や技術を看護実践のレベルまでに引き上げるためには、その後の実習における教師の支援が重要である。, In order to clarify the current state of rehabilitation nursing education in this department, a survey of actual conditions was conducted. The goals of the survey were to assess the effects of the rehabilitation nursing practicum on students and to ascertain the ways in which knowledge and techniques acquired during training are applied in subsequent clinical experiences. All third-year nursing students (n=99) in this department in February 2000 were surveyed upon completion of clinical practicum. Following completion of rehabilitation nursing practicum, students were well placed to understand the technical aspects of functional training. However, the psychological and social aspects of dealing with patients and their family members were less easily understood, as was the role of the nurse in this area of patient care. These issues need to be addressed in the presentation and content of training. Furthermore, student experiences following the rehabilitation nursing practicum demonstrated that the technical aspects of functional training were not useful, and students were largely unable to form effective professional relationships with physiotherapists and occupational therapists. Therefore, if the knowledge and techniques acquired in this training are to be made relevant to actual nursing duties, the support of teachers following rehabilitation nursing practicum is vital.},
 pages = {31--43},
 title = {リハビリテーション看護教育の実態と課題 : リハビリテーション看護実習の評価およびその後の臨床実習状況からの分析},
 volume = {7},
 year = {2001}
}