茨城県立つくば看護専門学校における看護診断の教育の実際―基礎看護学の授業展開を中心に

Nursing Diagnosis Education at Ibaraki Prefectural Tsukuba Nursing School: Focus on the Education Methodology in Basic Nursing Education

　看護診断を6年間取り入れ，基礎看護学の授業展開を実施した結果を報告する．導入にあたり，観察の枠組みとしてM.Gordonの「機能面からみた健康パターン」を修正し使用した．看護診断の活用上の疑問・問題点を整理しながら看護診断ラベルや看護診断の表現方法などの検討を重ねてきた．現在，基礎看護技術の「観察・記録・報告」，「看護過程」，「観察の枠組み」の授業では，看護診断に関連する各用語の定義・観察の視点・影響因子について教授している．臨床看護総論では，事例や状況を設定して看護診断を提示して授業展開を行っている．基礎看護実習終了後の学生の反応としては，授業が役立ったという意見が出された．今後，基礎看護教育のカリキュラム全体における授業間の関連をもたせ，授業構築の再確認をしていく課題を明らかにした．

　We report our progress after 6 years of integrating nursing diagnosis education into our basic nursing education program. Initially, we applied a revised version of "Functional Health Pattern" by M. Gordon as a framework for the method of observation. By examining the questions and problems encountered in performing the nursing diagnosis,we have repeatedly examined its label and the required techniques for keeping record of it. In our basic nursing arts curriculum, students are taught the technical terms related to nursing diagnosis,the observation viewpoints, and influential factors through three courses: "Obsercation, Records and Reports," "Nursing Process" and "Observation Framework." In our curriculum for the integration of nursing care, we create case studies and then present the standard nursing diagnosis. Students who have completed our nursing program have found it extrmely useful when they begin their clinical practice phase. Our curriculum has made clear to us the importance of showing the relationship between various courses and given us guidelines to further achieve this end.