紀要論文 A Review of Educational Support Approaches According to the Characteristics of Candidate Diagnoses and Queries Considered during Nursing Diagnosis Case Study Review Meetings
看護診断事例検討会における診断候補と疑問点の特徴に基づく教育的サポートのあり方の検討

Kume, Yasuko  ,  Aso, Yoko  ,  Katayama, Megumi

1pp.83 - 93 , 2016-03
ISSN:24240303
NII書誌ID(NCID):AA12744044
内容記述
In this study, we investigated candidate nursing diagnoses and queries raised during nursing diagnosis case studyreview meetings by considering the characteristics of the types of queries raised, their underlying circumstances, andthe thought process involved. We also identified differences in queries between earlier and later case review meetingsand trends during these two periods, and considered future approaches to educational support.We carried out analysis of summary records of discussions during case study review meetings held at Hospital A.The queries raised at the case study review meetings were classified according to thought processes rather than actualcase contents. A total of 12 case studies were discussed, six during the first part and six during the second part ofthe study period. Fisher’s exact test was used to compare the types of queries raised during each period. The Egawadiagnosis-oriented process (E-DOP) was used as the conceptual model for investigating differences in the types ofquery and their characteristics, and issues in the thought process were isolated.We found that the types of queries raised concerned clinical assessments of patients’ conditions, interrelateddiagnoses that might occur simultaneously, candidate diagnoses at the screening stage, diagnoses indicating similarmental and physical functions or conditions, the distinction between nursing diagnoses and medical problems(complications), how to understand self-care deficit, and diagnoses for which guidance with a view to hospitaldischarge or family intervention would be appropriate. Our results suggest that these queries were associated withstages 3 (interpretation), 5 (analysis), and 6 (integration) in the E-DOP.Our results suggest that conceptual learning connected to case studies and a review of the content of case studies may benecessary, together with support for integrated approaches that account for the characteristics of each medical institution.
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http://libir.mukogawa-u.ac.jp/dspace/bitstream/10471/1125/1/PP83-93.pdf

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