実地研修を担う学校看護師による特別支援学校で医療的ケアを実施する教員への支援

Support for Teachers Who Provide Medical Care in Special Needs Schools by Nurses Responsible for Practical Training

要旨

　目的：特別支援学校教員による医療的ケアの適切な実施に向け，実地研修を担う学校看護師による教員への支援を明らかにする．

　方法：学校看護師456名を対象に無記名自記式質問紙調査を行い，各質問項目の単純集計，自由記述の回答は質的内容分析を行った．また，学校看護師15名に教員への支援について半構造化面接を行い，質的帰納的に分析した．

　結果：学校看護師は，子どもの安全と安心と安楽を守りながら，教員への医療的ケアに関する知識や技術の伝達，教員の医療的ケア実施への意欲や安心感を醸成し，医療的ケアを実施できるよう教員を支援する意義を見出し，教員を主体として互いに学びあうという支援をしていることが明らかとなった．

　結論：学校看護師が教員を支援するうえで，学校看護師と教員がともに経験から学び合い，学校看護師が教員を理解し信頼し，教員を支援する意義を見出すことの重要性が示唆された．

　Aim: The purpose of this study is to explore practical training nurses' support for teachers to provide medical care safely to technology-dependent(TD) children attending special needs schools.

　Methods: Self-report questionnaires asking about support for teachers were provided to 456 nurses working at special needs schools. The results were analyzed using simple tabulation of each question and by using qualitative content analysis of free descriptions. Semistructured interviews with 15 nurses working alongside TD children in special needs schools were also conducted. These data were analyzed qualitatively and inductively.

　Results: Nurses' primary objective was to provide safety, security, and comfort of TD children. Nurses have built relationships with teachers and they knew and understood teacher mentality. They have realized the need to support teachers in providing medical care, and entrusted them to play center. Nurses and teachers have learned from each other's experiences in taking care of TD children.

　Conclusions: These findings suggest that it is important for nurses to cultivate a learner's attitude from their experiences to build relationships with teachers and trust them, and to realize the implications of supporting teachers in providing medical care.