AJHW抄録(英文)

https://doi.org/10.24552/00002141 ©青森県立保健大学

 

Original Articles

The Relationship between Self-learning Activities and

Empathy of Nursing Students and the Results of

Nursing Practical Skill Test

Minako Ichikawa, Shotaro Koike, Yuko Numata, Akiko Kobayashi, Sachiko Fukui,

Makiko Fujimoto, Emiko Kimura and Harumi Kadohama

Department of Nursing, Faculty of Health Sciences, Aomori University of Health and Welfare

(Recieved January 7, 2019; Accepted April 19, 2019)

 

ABSTRACT


[Purpose]This study aims to demonstrate the effects of nursing students’ self-learning activities and
empathy on the results of the practical skill test and to explore the effects of personal distress in
empathy.


[Methods]First-year nursing students were surveyed after the completion of practical skill tests. The
contents were results of their practical skill tests, usages of practical rooms and audiovisual materials,
and their learning time in self-learning activities. The“ self-evaluation scale of learning behaviors in
nursing skills laboratories” developed by Miyashiba et al. and the“ multidimensional scale of empathy”
developed by Davis were used for self-evaluation and empathy, respectively.


[Results]Regarding assistance skills of daily living, the frequency of using practical rooms and of the
scores in being useful for preparing audiovisual materials, in addition to repetition so that they can
have confidence in their own skills and for confirming whether they learn their skills, was higher in
descending order of learning results. Regarding assistance skills of medical examination, the score in
practicing according to the procedures by using the knowledge was higher among students with
higher learning results; the score was lower among those with lower learning results.
For effects of personal distress, in assistance skills of daily living, the frequency of using practical
rooms and the scores of empathic concern tended to be higher among students with a higher score
of personal distress; the score in practicing according to the procedures by using their knowledge
tended to be higher among students with a higher or lower score of personal distress, whereas it
tended to be lower among those with a medium score. In assistance skills of medical examination, the
score of fantasy and empathic concern tended to be higher among students with a higher score of
personal distress.


[Conclusion]It was concluded that factors such as repetition so that they can perform the learnt procedures
and can learn the procedures within the stipulated time frame, may affect the results of practical
skill tests in assistance skills of daily living and those of medical examination, respectively. This
study suggested that students who easily feel nervous require ensuring the safety and the environment
or opportunities for practice by repetition.


Aomori J. Health Welfare, 1; 11-19: 2019


Key words: nursing skills, support for self-learning, multidimensional scale of empathy, the self-evaluation
scale of learning behaviors in nursing skills laboratories

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