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Student nurses occasionally encounter the necessity of disclosing the state of a disease to patients themselves or their families during their 3-weeks practice period. The aim of this study is to rese...arch an influence on the practice when students know that the truth has been disclosed to the patients and their family. I evaluated the state of students' approaches to patients or their families, and evaluated their effects. Twenty-three 3rd-year students of the nursing department underwent practice in the surgical ward from June 19 toNovember 30, 2000. The students who consented to enrolling in the study were asked to record the contents of their care for and responses to the patients and their families. They supported patients in the preoperative period as well as medical staff members in ambiguous positions. The psychological approaches of the students to the patients whom they were assigned to were classified into 3 categories (positive, passive, ambiguous). The students who were not present at the preoperative explanation to their patients were not able to have a positive attitude of listening because they were not sure how much the patient understood of the explanation by the physicians. By contrast, the students who were present at the scene of preoperative explanation could approach their patients with positive support for early recovery and a sympathetic attitude because of their knowledge of the contents of the explanation. The presence at the preoperative explanation seemed to be useful in practice for the student nurses.
看護学生の外科病棟における実習は,3週間に渡る。医師から患者および患者家族に村する病気の説明内容を知ることは,学生の実習にどのような影響を与えるかを研究した。対象は,看護学科3年の学生23名であった。調査期間は,2000年6月19日～11月30日であった。研究について説明し,承諾を得た看護学生に対し,患者へのケア,患者・患者家族への相応について報告を受けた。看護学生の心理的アプローチは,3つのカテゴリー(積極的相応・消極的対応・どちらでもない)に分類さた。た受け持ち患者の手術前説明に同席しなかった学生は,医師からの説明に対する患者の理解程度が不明であることから,積極的支援ができない傾向にあった。一方,受け持ち患者の手術前説明に同席した学生は説明内容を認識しているため,励ましの言葉や早期離床に向けた積極的支援,共感的態度といった対応ができる傾向にあった。続きを見る
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Mendeley出力
shsjournal2004-1_14