217 件ヒット (0.019秒)：
応用死生学研究実習Iの実習での経験に基づいて、グループワークを通して、傾聴の姿勢・態度、言語的・非言語的コミュニケーション能力、ケア対象者理解について自己検証・内省する。自己検証・内省を継続することにより、実践力を養う。
Each Student reflects and evaluates his/her own listening attitudes, verbal and non-verbal communication skills, and understanding of the clients through group sessions, based on the field experience in Practical Studies on Death & Life I. They improve practical skills by continuing self-evaluation and reflection.
応用死生学研究実習IIの実習に基づいて、感情の言語化、自分史の振り返り、自己開示・内省のワークショップを通して、自己のケア能力・姿勢・態度を検証・内省する。自己検証・内省を継続することにより、高度な実践力を養う。
Each Student verbalizes own emotions and reflects on his/her own life history, in self-disclosure and introspection workshops. He/She reflects and evaluates his/her own care skills and listening attitudes through these group sessions, based on the field experience in Practical Studies on Death & Life II. They better improve practical skills by continuing self-evaluation and reflection.
スピリチュアルケアが提供される現場での実習と参与観察を行い、これに基づいてケーススタディによるレポート(会話記録 など)を作成・発表し、職掌の理解、倫理的課題の把握と分析、多職種チームアプローチの方法と意義、ケア提供者の責任と 倫理について、実践的な視点から考察する。実習報告会(会話記録検討会など)では、他の履修者の実践内容に基づいて、自 己の実践性について相互評価を行う。
Students conduct the clinical training and observe the clinical sites where spiritual care is provided. They write and present reports (such as vervatim) based on this field experience, to grasp and analyze the ethical issues, multi-disciplinary team approach, and the responsibilities of the care provider; through practical perspective. In practice report sessions (including verbatim sesson, etc.), students evaluate his/her prformance each other through the reports.
死生学的課題にとりくむ現場を参与観察するとともに、スピリチュアルケア実践の実習を行い、実習先・ケアチームの状況理 解、倫理的課題、ケア対象者のニードと対応、ケア提供者の責任と実践力を身につける。実習報告会(会話記録検討会など) では、他の履修者の実習内容から、実践の多様性とフレキシビリティを学びつつ、自己課題に向き合い、ケア提供者としての 自己の適性を明らかにする。
Students participate and observe the clinical sites that deal with life-and-death issues and spiritual care. They improve the specific understanding of care team, ethical issues, needs and responses of the clients, responsibility and practical ability of care providers. In practice report sessions (including verbatim sesson, etc.), each student learns about the diversity and flexibility of practice from the reports of other students, faces self-goals, and clarifies their aptitude as a care provider.
国内のスピリチュアルケアの議論に触れつつ、その多様性と課題を確認した上で、臨床宗教師が誕生した背景、スピリチュアルケアと宗教的ケアの相違、両ケアの共通性としての宗教的資源の活用など、ケア実践の具体像に迫るとともに、体験的ワークにより理解を深める。
Discussing on spiritual care in Japan and confirming its diversity and challenges; such as the background of the birth of Rinsho-shukyo-shi, or interfaith chaplain, the difference between spiritual care and religious care, and the utilization of religious resources as the commonality of both cares, The students will explore the specifics of care practice and deepen their understanding through a workshop.
精神疾患を有する対象者とその家族を理解し, 看護師として必要な態度を養う。更にケアを検討し実践できる基礎的能力を養う。
Aim and outline; To understand people with mental disorders and their families, and to build a professional attitude as nurses. To develop a basic ability to consider and practice the care.
精神疾患を有する対象者とその家族を理解し, 看護師として必要な態度を養う。更にケアを検討し実践できる基礎的能力を養う。
Aim and outline; To understand people with mental disorders and their families, and to build a professional attitude as nurses. To develop a basic ability to consider and practice the care.
・母子・高齢者・障害者等に継続的に関わり個別ケアマネジメントを行うことを通して、個別の健康課題を解決に必要な基本的知識と技術(面接・相談技術、連携・調整技術等)を習得する。
・地域診断に基づく活動の展開を通して、地域の健康課題を見出し、当事者、関係者・関係機関と協働して解決するのに必要な基本的知識と技術を習得する。
・To acquire core knowledge and skills (interview / consultation skills, cooperation / coordination skills, etc.) necessary for solving individual health issues through continuous involvement with mothers and children, the elderly, people with disabilities, etc. ..
・To acquire core knowledge and skills for problem solving of community health issues with various stakeholders through activities based on community assessment and diagnosis.
国内のスピリチュアルケアの議論に触れつつ、その多様性と課題を確認した上で、臨床宗教師が誕生した背景、スピリチュアルケアと宗教的ケアの相違、両ケアの共通性としての宗教的資源の活用など、ケア実践の具体像に迫るとともに、体験的ワークにより理解を深める。
Discussing on spiritual care in Japan and confirming its diversity and challenges; such as the background of the birth of Rinsho-shukyo-shi, or interfaith chaplain, the difference between spiritual care and religious care, and the utilization of religious resources as the commonality of both cares, The students will explore the specifics of care practice and deepen their understanding through a workshop.