Departmental Bulletin Paper 看護学生が捉えたタクティールケアの持つ力 -はじめて手技を学んだ学生のレポート分析-
The Effectiveness of Tactile Care Felt by Nursing Students -Analysis of the Students who Studied the Techniques for the First Time-
The Effectiveness of Tactile Care Felt by Nursing Students -Analysis of the Students who Studied the Techniques for the First Time-

中澤, 明美  ,  塚本, 都子

Description
本研究は、はじめてタクティールケアの手技を学んだ看護大学生が,ケアを実施した施術者の視点とケアを受けた対象者の視点からタクティールケアの持つ力をどのように捉えたかについて明らかにし,看護基礎教育において学生が,タクティールケアを学ぶことの意義について示唆を得ることを目的とした.A大学看護学科4年次生の「タクティールケア演習」を受講した学生で研究の同意が得られた者62名を対象とした.タクティールケアインストラクター有資格者2名の指導者から背中と手のタクティール(簡易版)を学び,施術者役・対象者役・観察者役の3パターンを体験した.体験後すぐに所定の用紙に実施後の気づきや学び,感想を記載しこのレポートを記述データとして分析した.「ケアを実施した施術者」の立場からと「ケアを受けた対象者」の立場からの2つの視点から,学生がタクティールケアの持つ力と捉えた記述に着目し,コード化を行い,抽象度をあげてカテゴリーとして統合した.結果,ケアを実施した施術者の立場から捉えたタクティーケアの持つ力は,(1)施術者も癒される (2)対象者も癒される (3)双方向で繋がっていく (4)タクティールケア手技としての価値 の4つが,ケアを受けた対象者の立場から捉えたタクティールケアの持つ力は,(1)身体が和らぐ (2)こころが和らぐ (3)手を通して心が近づく (4)癒してくれる技がある の4つのカテゴリーがそれぞれ抽出された.看護学生が捉えたこのケアは,看護の対象を癒すだけでなく施術者自身も癒され,ケアを受けた人と行った人の絆が深まる効果が期待できることが示唆された.
The purpose of this study was to clarify the impact of tactile care from the standpoint of practitioners and recipients by nursing university students who learned techniques of tactile care for the first time, and to obtain suggestions of significance from these students learned tactile care in the basic nursing education. Sixty-two 4th year students who attended the course of “tactile care practice” at Department of Nursing, A University were subjects. The students experienced three patterns: that of the practitioner, recipient part, and observer, after a lecture of back and hand tactile (simplified version) from two qualified instructors of tactile care. Thereafter, the data obtained from reports of student’s experience, learn, and impression were analyzed. The data related to an impact of tactile care from standpoints of a practitioner or a recipient were extracted, coded, raised in the level of abstraction, and integrated according to categories. As the results, the impact of tactile care from the standpoint of practitioners was classified into four elements: (1) practitioners increased ease, (2) recipients increased ease, (3) practitioners and recipients are bonded, and (4) value of tactical care, and that from the standpoint of recipients were extracted as four categories: (1) body relaxes, (2) mind relaxes, (3) mind approaches through hands, and (4) there are skills for healing. Nursing students recognized that tactile care could heal recipients as well as practitioners themselves and deepen the bonds between recipients and practitioners.
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