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退院調整場面を焦点化した多職種協働・地域連携教育の検討: アクティブラーニングを用いて
https://doi.org/10.24517/00055108
https://doi.org/10.24517/000551083f2f2f6b-caf0-4925-9655-8607cd8c5c73
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2434-1509_43-1_91-99.pdf (1.9 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-08-02 | |||||
| タイトル | ||||||
| タイトル | 退院調整場面を焦点化した多職種協働・地域連携教育の検討: アクティブラーニングを用いて | |||||
| タイトル | ||||||
| タイトル | An examination of Training in multidisciplinary collaboration and communitybased cooperation with a focus on discharge coordination: Implementation of Active Learning | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 退院調整 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 地域連携 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 多職種連携 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 専門職連携教育 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | TBL とポスターツアー | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.24517/00055108 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
柳原, 清子
× 柳原, 清子× 南, 香奈× 津田, 朗子× 岡本, 理恵 |
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| 著者別表示 |
Yanagihara, Kiyoko
× Yanagihara, Kiyoko× Minami, Kana× Tsuda, Akiko× Okamoto, Rie |
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| 書誌情報 |
Journal of wellness and health care en : Journal of wellness and health care 巻 43, 号 1, p. 91-99, 発行日 2019-08-01 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 2434-1509 | |||||
| 出版者 | ||||||
| 出版者 | Wellness and Health Care Society | |||||
| 出版者（別名） | ||||||
| 出版者 | ウェルネス・ヘルスケア学会 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The increasing complexity of clinical medicine and the reduction of hospitalization periods make it essential to provide education about support after a patient is discharged, taking into consideration multidisciplinary collaboration and community-based cooperation. While they first carried out introductory education for clinical practice for third-year students including team-based learning （TBL） with 5 cases focused on discharge coordination situations, and a poster tour（ jigsaw method）.<incomplete/unclear?> This study examined the relations between classroom design and student learning, and analyzed the education contents. The data used in this study were reports of 75 students and their responses to a selfadministered questionnaire. We conducted quantitative text analysis using KH Coder [ver.3], and the survey responses were statistically aggregated. Content analysis of the reports indicated the following: total number of sentences, 853; total number of paragraphs, 78; and number of extracted words, 33322. Of the extracted words, those that appeared most frequently were “patient”（ kanja, 556 times）, “discharge” （taiin, 400 times）, “nursing”（ kango, 330 times）, “support”（ shien, 329 times）, “to think” （kangaeru, 326 times）, “type of occupation”（ shokushu, 269 times）, “local region”（ chiiki, 207 times）, “cooperation” （renkei, 202 times）, “lifestyle” （seikatsu, 188 times）, and “information” （joho, 114 times）. Furthermore, nursing-cooperation-local region-necessity formed one co-occurrence network, while patient-support-care and discharge-type of occupation-information were linked. We used a concordance function to analyze in what context words seen as related to cooperation were used. The results indicated that the word “mediation” （hashiwatashi） was used for multidisciplinary mediation, mediation between hospital wards and local regions, and mediation between patients and their families. The word “match”（ awaseru） was used in the sense of matching something to a person’s needs or situation, as well as in the sense of pooling efforts and collaborating. We extracted 143 instances of the word “case” （jirei） from the reports, and considering the prevalence of many specific names of professions, they appear to have been able to discuss multidisciplinary collaboration and community-based cooperation in a real and concrete way. The survey results indicated that 100% of respondents were greatly interested or interested in multidisciplinary collaboration and community-based cooperation, and that 100% had a good understanding of it. Meanwhile, TBL self-monitoring indicated that respondents had acquired “the ability to discover issues and problems” and “the ability to propose issues and problems.” However, approximately 10% of responses stated that there was little acquisition of skills such as “discussion,” “the ability to create materials,” “presentation skills,” and “reflection.” Overall, we found the class design for TBL using cases focused on discharge coordination to be valid. |
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| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 見出し | ||||||
| 大見出し | 原著 | |||||
| 言語 | ja | |||||
| 見出し | ||||||
| 大見出し | Original Article | |||||
| 言語 | en | |||||
