The aim of this paper is to make clear our future plans regarding the discussion of the process records based upon an analyses of student description tendencies in the process records and the evaluation of that discussion. The process record is introduced in our college as a method of learning "Therapeutic Interaction" when psychiatric and mental health nursing is practiced. The study involved 10 cases and 41 discussion participants among third year-students in the new nursing college. The results as follows : 1 . Each description tendency shows that the point of view of both patients and students is too one-sided. 2 . Most of their descriptions are merely of conversations and limiter to closed questions. 3 . Students cannot express what they are truly thinking when they face their patients. 4 . On the second week their focus is shifted to only the relationship with the patients. 5 . Over the discussions students learn more about "Therapeutic Interaction" through
other students' experiences. The analyses suggest that we will be able to get better results if the discussion is to be held in the first week.
リポジトリのご案内
精神看護学実習で治療的人間関係を学ぶ : プロセスレコード記載傾向と分析検討会の評価
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