@article{oai:jrckicn.repo.nii.ac.jp:00000770,
 author = {中野, 岬 and NAKANO, Misaki},
 journal = {日本赤十字九州国際看護大学紀要 = Bulletin of the Japanese Red Cross Kyushu International College of Nursing, 日本赤十字九州国際看護大学紀要 = Bulletin of the Japanese Red Cross Kyushu International College of Nursing},
 month = {Mar},
 note = {application/pdf, 本研究の目的は、重症心身障害児との関わりによる、看護学生のコミュニケーションの変化を明らかにすることである。研究方法は、インタビューをもとに質的記述的研究を用いて分析した。結果は、学生のコミュニケーションの変化として、8カテゴリー【重心児なりの意思表示方法があり、それを捉える難しさ】、【言語だけでなく、非言語的コミュニケーションを大切にした関わり】、【重心児を受け入れ、相手に合わせたコミュニケーションの大切さ】、【初日の戸惑いを経た後の重心児との積極的な関わりから得た学び】、【重心児を受け持つ前後で変化したマイナスからプラスへのイメージ】、【重心児の反応を理解できた嬉しさ】、【重心児は赤ちゃんのようであり、力加減や話しかけ方に対する戸惑い】、【特別支援学校の先生、看護師、指導教員からのサポート】が抽出され、これらは重心児と関わる前後で変化していた。したがって、重心児との関わりは、 非言語の活用や相手に合わせた関わりなど、学生のコミュニケーションに対する意識や考え方が変化しており、 これらの学生の変化には、重心児の反応や重心児に対するイメージの変化、専門職のサポート、他の学生の存在も関係していたことが示唆された。, 【objective】 This study aimed to elucidate the effects of nursing students’ interactions with children with severe mental or physical disabilities on their communication. 【Design】 Interviews were conducted and data obtained were analyzed in a qualitative descriptive method. 【Results】 The following 8 categories were identified as components of effects on students’ communication: [despite their severe disabilities they have their methods to indicate their intentions, and the difficulty of understanding them], [interactions that value non verbal communication as well as verbal communication], [importance of accepting and adapting the communication to the person they are communicating with], [learning from active interactions with children with severe disabiliti es after the initial bewilderment], [image of children with severe disabilities that changed from negative to positive one after providing care to them], [a sense of joy brought by successfully understanding the reactions of a child with severe disabilitie s], [bewilderment in adjusting the power or level of speech to suit children with severe disabilities, who are like babies] and [support from the teachers of special education schools, nurses, and the supervising teacher]; these components changed after th ey had
interactions with children with severe disabilities. 【Conclusion】 Therefore, interactions with children with severe disabilities had an influence on the students’ attitudes or beliefs about communication. Their interactions were changed to those valu ing people’s unique methods of indicating their intentions, switching their communication from one that relied heavily on language to one that also incorporated non verbal communication, and becoming more conscious about adapting their communication to the person they were communicating with. Moreover, our results suggested that these changes to students were also related to the reactions of the children with severe disabilities, changes in the students’ impressions of children with severe disabilities, the support of professionals, and the presence of other students., 調査報告},
 pages = {27--36},
 title = {言語的コミュニケーションが困難な重症心身障害児との関わりによる看護学生のコミュニケーションの変化},
 volume = {19},
 year = {2021},
 yomi = {ナカノ, ミサキ}
}