Practical Approaches for Using Literature in Nursing Education in the US and UK

Article

Objective : The purpose of this study was to obtain useful suggestions regarding the use of literature in the EFL (English as a Foreign Language) classroom for Japanese trainee nursing students as well as for other healthcare professionals. Methods : A retrospective analysis was performed on how literary works were used in nursing education in the U.S. and U.K. Twenty-two research papers and practical reports based on the use of literary works and their effectiveness in nursing education presented in American and British nursing articles were categorized and analyzed. The articles were retrieved from a previous online electronic search of the Cumulative Index to Nursing & Allied Health Literature (CINAHL). Results : Literature-based teaching approaches were categorized into four groups : 1) a discussion approach ; 2) a writing approach ; 3) a discussion and writing approach ; and 4) other approaches. The discussion approach was first introduced in 1968, whereas the writing approach gradually came into wider use in the late 1990s. In the 1980s, other teaching approaches, including the combination of other arts and various kinds of teaching approaches, were also introduced. These approaches were based on discussion and/or writing, although the plain discussion approach began to lose significance in the 2000s. Conclusions : The present analysis of the use of literature in nursing education practiced in the U.S. and U.K. provides important suggestions on how to use literature in the EFL classroom for trainee healthcare professionals. However, further research will be necessary to seek out even better teaching methods targeting these professionals in the EFL classroom.

目的:英米の看護教育おける文学活用に関する研究及び実践報告の分析から,日本における医療系学生対象のEFL(English as a Foreign Language)クラスにおける文学の活用への示唆を得る.方法:Cumulative Index to Nursing & Allied Health Literature(CINAHL)から収集された英米看護教育おける文学活用に関する22件の研究及び実践報告の中で示された文学の活用方法を分類・分析する.結果:活用方法は1)discussion approach 2)writing approach 3)discussion and writing approach 4)other approaches の4つに分類された.discussion approachは,1968年から始まり,writing approachは1990年代後半から目立ち始めた.絵画,音楽などの芸術との融合,多様な発表形式による活用方法は1980年代から始まり,2000年代にも及んでいる.2000年代に入ってからはdiscussion approach単独の授業は減少し,discussionとwritingの混合授業及びそれらを含んだ多様な授業活動が主流となった.結論:英米看護教育における文学の活用方法の概観は,医療系学生対象のEFLクラスにおける文学を基盤とした授業への重要な示唆を示し,今後の実践活用へのステップとなった.

原著

群馬県立県民健康科学大学紀要9,1-11,2014