||Current State of Education Support for Newcomer Nurses Involved in End-of-Life Care in General Hospitals : From the Perspective of Enforcement Managers of Newcomer Nursing Staff Training
一般病院において看取りにかかわる新人看護師への教育支援の現状 : 新人看護職員研修実施責任者の視点
NISHIDA, Kayo ,
SAKASHITA, Emiko ,
OKAWA, YurikoKONISHI, Madoka
35 , 2015-12-31 , 愛媛県立医療技術大学
The purpose of this study is to survey the current state and reality of the implementation of new nursing staff training （from now on, “new staff training”）, tolearn how the staff training directors perceive end-of-life care education for new graduate nurses, and to see how these training programs are implemented. Questionnaireswere sent to 179 facilities requesting one training director for the new nursing staff（ hereinafter“ training director”） from each institution to answer anonymouslythe following : basic overview of the hospital, the training director’s basic attributes, the existence or non-existence of training, including care for the moment of death,its training method, reasons for feeling it necessary or unnecessary to train the recently graduated and hired nursing staff on end-of-life care. Analysis method was bysimple aggregation. Results : There were responses from 46 facilities, all of which had new staff training in place. However, training on the care at moments of death wasimplemented in 41 facilities, while five facilities had not implemented. Out of 46 facilities, eight facilities had implemented training on end-of-life care and grief careas well. 37 training directors answered, end-of-life care education for the new nurses is necessary ; two answered it as unnecessary. There were 60 entries on reasonsnew nurses should receive end-of-life care education. 26 answered to influence the growth and maturation as a nurse （i.e. sense of ethics, gaining perspective onnursing, views on life and death）. 17 answered that it is an important role and skill necessary for this time and age. Another 17 stated it necessary to soften the blowof the reality shock the new nurses may experience. The reason given for stating it unnecessary was, “not enough time in the first year as it is a period busy inestablishing general people skills and relationships” adding that “they can start their training the second year or after.” Conclusion : It is a heavy psychologicalburden for inexperienced new nurses to face the reality of death. For this reason, it would be beneficial to set up a systematic, step-by-step end-of-life care educationalsystem from the first year where the new nursing staff can feel secure and supported even when they are confronted with situations where death is involved. Insuch ways, it would be beneficial to consider how the experience of end-of-life care could help the new staff to mature further as nurses.