Health Guidance Method Understood through Role-playing after Recording of Daily Activities among the Nursing University Students

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  • Okahisa Reiko
    徳島大学大学院ヘルスバイオサイエンス研究部地域看護学分野
  • Tada Toshiko
    Department of Community Nursing, Institute of Health Biosciences, the University of Tokushima
  • Fujii Chieko
    Department of Community Nursing, Institute of Health Biosciences, the University of Tokushima
  • Matsushita Yasuko
    Department of Community Nursing, Institute of Health Biosciences, the University of Tokushima

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Other Title
  • 看護大学生が生活行動記録体験後のロールプレイを通して理解した保健指導方法
  • カンゴ ダイガクセイ ガ セイカツ コウドウ キロク タイケン ゴ ノ ロールプレイ オ トオシテ リカイ シタ ホケン シドウ ホウホウ

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Purpose : The purpose of this study is to clarify how nursing students understood health guidance through wearing pedometer, recording daily activities and experiencing role-playing. Methods : The subjects were 74 third-year students at a nursing university who went through a series consisting of the use of a pedometer, recording of daily living activities, group work, and role-playing (hereinafter referred to as "the practical exercises"). After the practical exercises, they were asked to prepare a report on "the actual situation of health guidance and the reaction of the guidance clients, and their realization through experiencing the health guidance." The reports were collected at the site, and the described contents were analyzed with a focus on the students' understanding of the guidance. Ethical consideration : We explained the purpose and method of this study to the student. We covered the name of the describer in the classification of description contents. Results : The categories of the health guidance which the student learned through the practical exercises were as follows; "Integration of relationship with clients and the community health nurse" "Providing clients with an occasion to review their own life" "Providing clients with an opportunity to utilize ability of their own" "Encourage clients to undertake behavior modification". Discussion : We thought that the students understood the basics of the health guidance method. The students learned that health guidance was based on the building of human relations with the community health nurse and the client, and empowered the clients and encouraged them to undertake behavior modification.

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