MIURA Yuriko

Faculty & Position:Nursing Education   assistant professor
Contact:miura-yuriko[at]slcn.ac.jp convert [at] to @
Last Updated: May 22, 2019 at 05:08

Researcher Profile & Settings


  • 看護学博士

Research Activities

Research Areas

  • Nursing / Fundamental nursing


  • Required Nursing Competencies for New Baccalaureate Nursing Graduates : An Analysis of Interview Data from Nurse Educators.
     17(1) 27-34
    Purpose:The purpose of this study was to describe required nursing competencies for new baccalaureate nursinggraduates from the experienced nurse's viewpoint.Method:This qualitative study was an inductive approach using data from semi-structured interviews of experiencednurses working in metropolitan hospitals and who were directly involved with educating new graduates.Participants were 17 nurses under 30 years old, including four men and all with different educational backgrounds.Researchers asked participants: (a) what types of competencies do you require for new graduates when they startclinical work; (b) what types of competencies do you ask them to gain ‘on-the-job’; and (c) what was your experiencewhen you had a problem with a new graduate. The interview data were categorically analyzed to identify clinicalnursing competencies.Results:Induced were 58 subcategories then 10 categories were abstracted: commitment to nursing, interpersonalcommunication, basic clinical knowledge, clinical assessment, nursing skills, accomplishment of nursing duties,personal and professional development, self-management, risk management and professional rel
  • A Team-Based Learning Experiment in the“ Anatomy and Physiology”
    (40) 128-134
    Team-Based learning(TBL)was introduced as part of the teaching method for the “Anatomy andPhysiology” course at St. Luke’s College of Nursing and the educational outcomes were examined. In aself-administered questionnaire survey administered to students, the majority of students gave a favorablereview. There was no difference in the research report scores or course evaluations from the previous year,and positive aspects were recognized in the year that TBL was implemented. Thus, the introduction of TBLinto the course can be considered educationally effective. However, given that TBL was implemented onlyonce, a greater human factor is required than the previous year’s teaching method and sufficient time forstudent self-learning must be ensured, and many expressed positive opinions about the teaching method usedin the previous year, there is a need to further examine teaching methods while considering human factorsand the amount of time set aside for self-learning.

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