Departmental Bulletin Paper Nursing Students’ Attitudes Towards Nursing Process / Diagnosis Instruction Across a Multi-Year Academic Curriculum
複数学年開講科目における看護過程・看護診断に対する看護学生の態度に基づく看護過程・看護診断教育の課題

久米, 弥寿子  ,  阿曽, 洋子  ,  片山, 恵  ,  Yasuko, Kume  ,  Yoko, Aso  ,  Megumi, Katayama

1pp.69 - 81 , 2016-03-01
ISSN:2424-0303
NCID:AA12744044
Description
We performed a cross-sectional analysis of nursing students’ attitudes towards a curriculum that continuously incorporated opportunities to study the nursing process and nursing diagnosis (through lectures and unfolding case study practicums) from year 1 to the first semester of year 3 of their studies, and, having identified those attitudes, we investigated how best to educate students on these topics. Specifically, we determined nursing students’ awareness, self-assessed learning attainment, difficulties, and preparedness regarding the nursing process/nursing diagnosis, and then analyzed the associations between these constructs in order to determine the current state of instructional content. A self-administered anonymous questionnaire study was carried out a total of four times: once after the introductory course for first-year students (Group 1), once each before and after the intermediate course for secondyear students (Groups 2 and 3), and once after the applied course for third-year students (Group 4). We determined nursing students’ actual level of awareness, self-assessed learning attainment, self-assessed difficulties in studying, and preparedness regarding the nursing process/nursing diagnosis. Then, we analyzed the correlations among these measures. Regarding awareness, significantly greater percentages of respondents responded to items in such a way as to indicate that they were highly aware of the nursing process/nursing diagnosis in Groups 1 and 3 than in Groups 2 and 4. In Group 4, a significant positive correlation was found between preparedness and self-assessment. The poor awareness rate in Group 2 suggests that although learning about the nursing process and nursing diagnosis at a stage in which understanding remains at a purely theoretical level can boost student awareness, the effect is not long lasting. The results suggest that introducing nursing diagnosis while students are still learning about the nursing process might confuse them, thus pointing to the need for better integrated education of the nursing process and nursing diagnosis.
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