MATSUTANI Miwako

Faculty & Position:Nursing Education   professor
Contact:matsutani[at]slcn.ac.jp convert [at] to @
URL: 
Last Updated: Nov. 13, 2018 at 05:04

Researcher Profile & Settings

Profile

    Nursing Education

Academic & Professional Experience

  • Professor, St. Luke's International University School of Nursing School of Nursing

Qualification

  • 保健学博士
  • Master of Nursing

Research Activities

Research Areas

  • Nursing / Fundamental nursing
  • Nursing / Clinical nursing

Published Papers

  • Concept analysis of reflection in nursing professional development.
    Tashiro J, Shimpuku Y, Naruse K, Maftuhah, Matsutani M
    Japan journal of nursing science : JJNS 10 170-179 Dec. 2013 [Refereed]
  • New Baccalaureate Nursing Graduates’ Perceptions of Required Nursing Competency: An Analysis of Interview Data from Nurses in Their First Year of Work
     16(1) 9-19 Jan. 2012
    [Purpose] The purpose of this study was to analyze new baccalaureate nursing graduates’perceptions ofrequired nursing competency and ascertain the implications thereof for baccalaureate nursing education.[Method] Qualitative data was gathered through semi-structured interviews with 17 new baccalaureate nursesworking in metropolitan hospitals. Researchers composed of faculty members and a practitioner transcribedinterview data and analyzed it using constant comparative analysis to identify clinical nursing competencies.[Findings] Seven core-categories were induced from interviews:(1) interpersonal communication,(2) self-management,(3) personal and professional development,(4) basic clinical knowledge for self-learning,(5) nursing assessmentand care delivery,(6) professional and ethical nursing practice, and(7)implementation of nursing workload.[Discussion] These seven core-categories are similar to the competencies identified in the preliminary literaturereview study. Implementation of nursing workload and self-management, however, were unique to this study. Allof the seven competencies should be taught through repeated l

Conference Activities & Talks

  • Designing Picture Book of the Body for 5-6 Year Olds:Teaching Basic Knowledge about Health.
    Katsura Goto,Michiko Hishinuma,Kazuo Shiraki,Miwako Matsutani,Nobuko Ookubo,Yumi Sakyo,Hisako Nakayama,Akiko Ishimoto,Naoko Arimori,Kyoko Iwanabe,et,al
    The 6th International Nursing Conferece Nov. 2007
  • Collaboration workshop for students learning medical care: Trial of interprofessional education in Japan
    Satoko Ishikawa,Yoshihiro Ehara,Yoshihiro Abe,Shiro Iijima,Noriko Fukushima,Shizuko Kobayashi,Miwako Matsutani,Osamu Fukushima
    All Together Health IV Conference Jun. 2008

Misc

  • Defining Visions for Nursing Education—Creation of Social Nursing by Graduate Education
    Kawamura Sawako, Matsutani Miwako, Nakanishi Mutsuko, Saeki Kazuko, Cowley Sara
    Journal of Japan Academy of Nursing Science 28(1) 102-110 2008
  • Nursing Education in a Global Society
     60(3) 286-302 2011
  • A Study on the Development of Computer Based Testing(CBT) for a Common Achievement Test for Nursing Colleges in Order to Maintain Students' Competency for Practical Nursing : With Emphasis on Item Creation and Statistical Analysis of Pilot Testing
    (38) 1-9 2012
  • Educational Programs Moderating the Reality Shock of Graduating Nurses Before Graduation
     11(1) 45-52 Jun. 2007
    We reviewed 16 research papers concerning educational programs to promote smooth transition of new graduatesto their roles as a registered nurse. Most of the papers were focused on orientation programs and preceptorship.There were only two papers concerning educational programs conducted by a university, and neither of theprograms was meant for degree credit. In these programs, students could work with their preceptors in the clinicalsetting for different lengths of time. From our review we identified several measures to assess students' competencyincluding critical thinking, and their grasp of concepts including role concepts and values. Additionally, we collectedthe information on assessment instruments that might be useful for development of a program to assist students'transition to the realities of being an employed registered nurse.
  • Examining the Outcome Measure of the Program for Preschool Age Children “Knowing Our Body“
    (34) 36-45 Mar. 2008
  • Useful information and supports in the service learning curriculum for the nursing students who work as volunteers overseas. - Experiences of Voluntary activities by Japanese nursing students in Thailand.
     11(1) 62-67
    Purpose: To develop an evidenced-based service learning program for Japanese nursing students participating involunteer activities in Thailand, we addressed the following questions: 1) what are the difficulties experienced byJapanese nursing students, and 2) what is the necessary information and support for the nursing student volunteersin this program?Methodology: Qualitative data was collected from 8 nursing students who participated in the volunteer activities,using a focus group discussion. They discussed their volunteer activities in an elementary school, home nursing,dengue campaign, nurse clinic and orphanage in Thailand in 2006. The four participating Thai nursing instructorsresponded to the questionnaire regarding the learning needs of the students and how to improve the program. Datawas thematically analyzed.Result: Students difficulties were sorted into 4 categories: 1) Culture and language: dealing with garbage andhomeless dogs on the street, for instance. 2) Attitude as a volunteer: observation or care? 3) Emotional/mentalproblems: heart-breaking farewell to orphans. 4) Nursing care: different ways of care between Japan and Thailand.Useful information for
  • The Composition of Reality Shock Experienced by New Graduate Nurses and the Structure of Education Programs.
     11(1) 100-108 Jun. 2007
    Introduction: Newly graduated nurses experience various forms of reality shock in clinical settings, and there is anecessity for the formulation of education programs that combine basic education and continuing education in orderto facilitate rapid responses in clinical settings. Practical clinical training that takes place as part of basic educationfor nurses is related to their ability to adapt to clinical settings following graduation. The aim of this study was toclarify the composition of reality shock experienced by new nursing graduates in order to closely examine the formand structure of ideal practical training.Method: We conducted semi-structured interviews with students graduating from A. nursing college in 2005 (periodof study: October 2005-January 2006). Subject to the approval of the participants, audio recordings and transcripts ofthe interviews were created. During the interviews, answers were obtained in relation to the following seven themeswhich were decided upon based on a review of the literature: acquisition of the ability to perform basic nursingduties, dealing with personal relationships in the workplace, developing the ability to provide various ty
  • Development of an e-Learning Program for the Community and Supporting Student Health Volunteer
     11(1) 109-115 Jun. 2007
    After the big earthquake in Kansai area in 1995, volunteer activities became popular in Japan. Currently, manynursing students are working in the area of health or community service as volunteers. During the period of FY2002-2004, we investigated educational needs of nursing student volunteers working in health or community serviceand then designed an educational program for them. From FY 2005, we had worked on developing an e-learningeducational program, and we completed it in January 2007. The purpose of this study is to describe the process ofdeveloping the educational program, which was designed primarily for first and second year nursing students, butalso meets the needs of others interested in volunteer work. We used an action research approach to develop thee-learning program. The process was classified into three steps. First, we began a periodic meeting to discuss thedesign of our website and its contents. Then we signed a contract with website developing experts and recruitednursing volunteer students to be participants in the study. As a result of our process, the web experts created adraft website with two layers: one general site for public and one fo
  • The Developing Process of People-centered Care in Relay Symposium
     11(1) 116-124 Jun. 2007
    The objective of this article is to provide an overview of the St. Luke's College of Nursing 21st Century COE Program7th International Relay Symposium “Let's Learn about Our Body with Children!“ and to consider the components of peoplecenteredcare by analyzing and evaluating the process by which the symposium was conducted.The objective of the symposium was to provide methods through which five-year-old children can learn about thehuman body and to facilitate the meaningful exchange of opinions with the general public. The symposium was targetedfor five-year-old children and their parents, as well as various specialists working with five-year-olds, such as childcareprofessionals. kindergarten teachers, and nurses and school health nurses.The symposium was planned and carried out in cooperation with the general public. Each event on the program waskept to within 20 minutes, and a picture story show and song and dance were included in the program to ensure thatchildren did not lose their interest.Several things were achieved through the process of working cooperatively with the general public in order to conductthe symposium. The elements of people-centered care acquire
  • Student Affairs Section FY2008 Activity Report: Striving for a Suitable Learning Environment.
    (35) 110-117 Mar. 2009
  • Anticipating professional nursing practice: Trial and evaluation of a bridge program for graduating students Part3. - Multitasking Scenario Exercises -
     12(2) 58-64 Jul. 2008
    Introduction: To moderate the reality shock experienced by novice registered nurses, a basic education trainingprogram was developed for the purpose of preparing graduating students for professional practice. Programobjectives were to help students achieve: 1) multitasking under conditions of acute time pressure, while making selfreliant decisions and priority determinations, and deciding on the appropriateness of requesting assistance from otherpeople, and 2) at the same time performing their own appropriate nursing duties. Three scenarios were developed.Methods: Subjects were five students expected to graduate from a nursing college in 2006; they consented toparticipate in this research. The 15 minute scenarios required students to perform multiple duties simultaneouslywhile caring for six patients. Performance evaluation was with respect to appropriateness of the priority decisions,the way that assistance was requested, and execution of the nursing duties. Students provided self evaluations andpeer evaluations. The researcher assessed each student’s results during performance evaluations.Results: In the self evaluations the students expressed their distress concern
  • Anticipating professional nursing practice: Trial and evaluation of a bridge program for graduating students Part2. - Basic training for drug administration within the given setting -
     12(2) 50-57 Jul. 2008
    Introduction: Although safety and advanced nursing practices and skills are emphasized in recent years, there is agap between nursing skills possessed by new graduates and skills that are sought after. In this research, a trainingprogram with which nursing students can examine their own issues concerning drug administration before they areemployed was implemented and evaluated.Methods: The training program was given to students who were scheduled to graduate from University A in 2006.①A training scenario was created along with the setting of a learning target. Each student attended three mockpatients with different conditions for ninety minutes. Assistance from preceptors was available when needed. Thepreceptors checked and reviewed the implementation of the training in accordance with the scenario. In the end, thestudents, preceptors, mock patients, and observers all gathered to exchange their opinions.②Evaluations on how much the learning target was achieved and on the training program itself were provided bythe students and the preceptors.Results: The training was implemented on five students.①The students judged said they could not achieve the learning target
  • Anticipating professional nursing practice: Trial and evaluation of a bridge program for graduating students Part1. - Program for developing communication skills -
     12(2) 41-49 Jul. 2008
    In 2004, our university set up the Committee on Training Methods in Basic Nursing Education in collaboration with medicalinstitutions, and since then, we have investigated training methods that facilitate work adjustment for novice nurses.We created a bridge program for the transition to clinical settings with the objective of alleviating reality shock,which had been observed among newly graduated nurses. We planned, conducted and evaluated three bridgeprograms with specific focus on “communication”, “drug administration” and “multi-tasking”. The present studyfocuses on the“ communication” program.Subjects included a total of six students expected to graduate from university A in 2006 who provided consent followingan explanation of the study. Simulation was conducted by role-playing using two scenarios that were created herein,and was evaluated based on the content of post-simulation discussions among participants in addition to the responses ofstudents following the program. The results of analysis of the responses from each student are given below.Responses regarding simulation were classified into three aspects. The first aspect, “what I learnt
  • Knowing our body:Evaluating teaching materials developed for preschoolers.
     12(2) 65-72 Jul. 2008
    Purpose: The purpose of this study is to examine the usefulness of teaching materials about the human bodydeveloped for children at preschools and kindergartens.Method: The targets were 599 five to six-year-old children from 19 preschools or kindergartens, and 93 parentsand teachers. The materials consisted of seven picture-story shows, each of which explained a system of thehuman body (digestive, circulatory, respiratory, musculoskeletal, nervous, urinary, and reproductive system), and aT-shirt depicting organs. Either a teacher or a participating researcher selected which system to introduce in eachpreschool/kindergarten. Data were collected through a survey of target attributes, material type, intended purpose,extent the purpose was fulfilled, implementation time, target and participant reaction, and the impressions of thosewho presented the materials. Analysis was carried out using the statistical software SPSS 15.0J and categorization.Results: The survey collection rate was 100% and the response rate for each survey item was 30-100% . The targetsconsisted of 193 males, 278 females, and 128 whose sex is unknown. Over 80% of the parents were m
  • The evaluation of the picture books for 5-6 year-olds from the citizens.
     12(2) 73-79 Jul. 2008
    There is a need for the average citizen to have independent knowledge of health and medical matters. We considerthat the fundamental information concerning health means knowledge about the human body. During 5-year project,we have designed picture books of 7 human body systems. At the chance to teach local citizens with 5 of thesebooks, the study was conducted to evaluate our books. Samples are 35 who are between 30 and 80 years old. Abouttwo-thirds of them are between 50 and 70 years old and three-quarters of them are female. About the content ofpicture books, the questionnaire was introduced at the end of each class. About 60-80 % of samples showed that thepicture books had some parts which they didn’t know. This result pointed that the diffusion of knowledge about thehuman body is necessary for not only children but also their parents and the average citizen. We got the positiveanswer for using these books for children education.Their answers are categorized into 4 groups: “good to knowthe body”,“ suitable to children’s character” ,“ want to tell the content of books” ,“ excellence of books” . From thisstudy, we got impression that knowing t
  • 5 - 6 Year-old Children’s Knowledge of Their Body
     13(1) 1-7 Mar. 2009
    The gorl of this research project’s aim is to have people have knowledge of the body and take initiative in their own healthcare. According to our preceding research, the best time to educate about the body is just before school age, at about 5 - 6year-old. So we are developing teaching materials, in order to help children’s understanding about the body.This paper is a research report about how much 5 - 6year-old children know about the body.In order to develop suitable educational materials, we asked parents to use a question guide to ascertain the child’s knowledge of the body. We obtained 28 responses (51.0 % response rate) 14 about boys and 14 about girls. The children were from 5 years, 0 months to 6 years, 3 months;the average age of both boys and girls was 5 years, 7 months.Our results showed that most children had some knowledge. All children could point to their body parts as they were named head, face, neck, abdomen, back, hip, leg, eye, nose, ear, mouth, and cheek. All children could name neck, abdomen, hip, eye, ear and cheek when the parents asked by pointing out the parts on the child’s body. More than 90 % of the
  • Results of Integrated Training to Narrow The Gap Between Basic Nursing Education and Nursing Practice ― From Nursing Students to Clinical Nurses ―
     13(1) 24-33 Mar. 2009
    Aim:The rising number of hospitalized patients requiring advanced specialized medical treatment, combined with ashortening admittance period, requires nurses to have increasingly advanced practical clinical skills. Current facilitiesfor basic nursing education, however, are actually increasing the content required for study, placing limits on thetime available for students’ practical training;locations offering practical training, in contrast, have increasinglylimited opportunities for nursing students to experience practical training in nursing techniques. At this college wehave introduced an integrated training course known as Team Challenge aimed at certain fourth year students andwhich aims to narrow the gap between the practical nursing capability acquired by students through three years ofnursing education courses and the practical nursing skills required for clinical nursing (the Team Challenge courserequires students to handle several patients, and in addition to practical training during regular working hours, alsoinvolves working night shifts and late working hours). In this study we examine the results from this course and shedlight on the study
  • The Evaluation of Health Education Picture Books for Pre-school Children
     13(2) 37-44 Jul. 2009
    Background:Though body knowledge is not common knowledge in present society, it is necessary for people tomanage health information about their body once they have been diagnosed with a disease. So it is important toconduct health education from an early age. But little is evaluated about health education materials for pre-schoolchildren. In this paper we present the evaluation of health education picture books which are made up of 7 humanbody systems.Methods:Self-reported questionnaires were distributed to 91 parents via the Internet from Nov. 2007 to Mar. 2008.We used the following variables: demographic, degree of knowledge about contents of the picture books, level ofamusement, understandability.Results:The study sample consisted ofall women, and most of them were in their 30’s. The book that was readmost frequently in the study was the book about the digestive system with 95.7% of the sample reading that book.Evaluations of the “digestive system” picture book by children were: “Know all of the contents” was 6.3%; “Veryinteresting” was 64.0%; and “Easy to understand” was 90.8%. Evaluations of the “musculoskeletal system” picturebook by chil
  • The Effectiveness of CBPR in The Process of “Knowing Our Body” Project ―Focusing on The Coalition of People―
     13(2) 45-52 Jul. 2009
    The educational program for children has been developed in order to foster people to be active for their ownhealth. This project was one of St. Luke’s College of Nursing 21st Century COE Program for last 5 years. Thiswhole program aimed to the People-Centered Care. We discussed our process of developing and implementingthe educational program through the Community-Based Participatory Research (CBPR) methods focusing on thecoalition that shows how people get together to the common concerns. Our project had started with the core groupof faculties in the nursing college, and expanded to community people through the network. On this expandingprocess, the project could get the regular meetings, the meeting records, the mailing list, and the financial support.This organized project could have contacts with the local communities, several kindergartens, and community people.At the same time several small groups had been organized in our project to implement our program in severalcommunities, and to evaluate the program. The project members shared each role and got responsibility. Thebalance of empowerment and competence between each community and us had moved from the imb
  • Evaluation and Improvement of a Web-based Learning Support Program for Nursing Student Health Volunteers and Development of a Subject used Service-Learning
     13(2) 53-62 Jul. 2009
     Purpose of this study was to provide evaluation data for the improvement of a web-based learning support programfor nursing student health volunteers collaboratively developed with students that began January 2007. Based onfindings of evaluation, we designed a subject used service-learning. Evaluation methods included: student logs,interview feedback from students who did or did not use the student site, and faculty researchers’ evaluation asthe support staff for this web-based learning support program. The study was approved by the Institution ReviewBoard at St Luke's College of Nursing (No.07-035). Participants were recruited based on their informed consent andassurance of confidentiality. Findings revealed that nine students logged 30 reports. Logs described their activities, thinking, learning, andfuture plans. The PC web-site was unfamiliar to them compared to their mobile e-mail. In addition, they felt noobligation to log their volunteer activities. Most faculty-researchers indicated a low commitment to supportingstudent volunteers because of their lack of knowledge and expertise in using the educational web-based learning andthey recognized they need to
  • Anticipating Professional Nursing Practice: The improvement and The Evaluation of a Bridge Program for Graduating Students ―From The Practice by Using The Clinical Place, and The Evaluation by The Experiment―
     13(2) 63-70 Jul. 2009
    Working with a college of nursing and its general hospital training site, the authors studied the practical trainingand associated learning methods meant to assist students’ smooth transition into professional status. The trialbridge-program for prospective graduates started in 2006 and approximated clinical conditions. In 2007, the programcontents were revised to provide: 1) practice in administering medication (basics), 2) practice in multi-tasking(intermediate), and 3) practice in multi-tasking (advanced). The program was conducted in the more realisticenvironment of hospital facilities. This study evaluates both the responses to questionnaires that were distributedto students in the program in 2007, and our interviews with novice nurses who were bridge-program participants in2006 and 2007 .Five people participated in the 2007 program. Topics on the performance of basic nursing duties included nameband verification; safe medication administration, verification of IV drip rate and the remaining quantity; safe careof multiple patients; and patient assessment. As the students progressed through the program they became able torecognize work priorities, and they under
  • Evaluation of the Integrated Nursing Practice ‘Team Challenge’ : Bridging The Gap of Theory and Practice
     13(2) 71-78 Jul. 2009
  • Evaluation of the Integrated Nursing Practice “Team Challenge” : Bridging the Gap Between Theory and Practice ―Analysis of Training Records of Students―
     14(1) 17-25 Mar. 2010
    【Purpose】 In order to explore the clinical practice which bridges the gap between theory and practice of senior nursing student, comprehensive clinical practice called ‘team challenge’ was performed. The purpose of this study is to analyze the contents of study from students’ practice records, and to evaluate achievement of a practice aim.【Method】 From practice record of five seniors in A nursing college who experienced practice, 1)the contents of learning was extracted to the time series and the process of a student’s practice was analyzed from four viewpointsof the practice aim, 2)amount of technical experiences were compared at before and after the practice. This study has obtained the approval of research ethics screening committee of A college.【Result】 1)① Understanding patients:Students were depending on patients’ charts and textbooks for gathering information, then they gradually acquired those from clinical nurses and patients themselves. ② Practice to the optimal health condition of patients: Students were perceiving the necessity of participating preventively andgradually they could act in accordance with the change of patie
  • Development and Implementation of the Certified Nurse Administrator Second-Level Training Program Adopting the Problem-Based Learning Strategy.
    (36) 48-54 Mar. 2010
  • Clinical Competence of 19 New Nursing Graduates : A Comparison of Immediateness of Graduation and After Three Months.
     14(1) 34-42 Mar. 2010
    【Introduction】 In the backdrop of a shortening in the number of days patients are hospitalized and a sophistication in medical care, nurses will be required to exhibit a greater level of competency in putting their nursing abilities into practice. This study compares the “clinical competence” of nursing graduates immediatelyfollowing graduation and 3 months after graduation in order to derive hints for “a format for practical training in basic nursing education.”【Materials and Methods】 Subjects: 90 graduates in 2006. Method: questionnaires. To assess student “clinical competence,” two types of questionnaires were employed: “practical training items” and “6-Dimention Scale ofNursing Performance scale (Six-D Scale).” 1) “Practical training items”: nursing techniques classified into 13 categories and 100 items. The researchers created the questionnaires based on reports etc. 2) “6-Dimention Scale of Nursing Performance scale”: the researchers translated the measurement tools (6 categories and 52 items)developed by Schwirian et al.【Results】 19 out of 90 graduates provided responses twice-immediately after graduation and 3 months a
  • Development of a health education program for five-year-olds : “Let's learn about our body!“ -The process of research aiming to promote people-centered care.
    (32) 51-58 Mar. 2006
    This paper describes how the process of research conceived by healthcare experts, “Knowledge of the body is necessary for people to take initiative in their own healthcare,“ has been developed into collaborative research with community people. In order to disseminate knowledge of the body into the community to attain fundamental awareness of it, children were strategically targeted since they will be the leaders of the next generation. As a result of group interviews with 15 school nurses and a pilot study on health education for children, five-year-old preschool children were chosen as the target age group introducing a learning program on the human body. The learning program for five-year-olds, which consists of eight sections, was drafted and educational materials were developed. In the process of developing the educational materials, community members surrounding five-yearolds made contributions to the research group, and the expert-led research has eventually evolved into collaborative research with the community. Further development of educational materials, and implementation and evaluation of the learning program will be conducted in collaboration with
  • Service learning as a nursing education : Research article review.
    (30) 31-38 Mar. 2004
    After centuries of cultural stability Japan is now experiencing complex societal changes. As a result,health, education, and other areas in Japan are being reformed to address the changes in our society.Nursing and nursing education in Japan is facing reform along with the rest of the country.Health problems of our aging society in Japan are increasing and new health problems are emerging.Nursing shares in the responsibility for addressing societal health needs. We, nursing educators,should develop educational programs of social value and with social responsibility that are sensitiveto our community partners. The aim of this review was to explore new directions for nursing educationin Japan based on a review of studies focused on the development of service learning programs innursing. Twenty-three articles meeting the inclusion criteria were retrieved from IGAKU-CHUQ-ZASSHI,Magazine-Plus in Japan, Pubmed, and CINAHL. No Japanese articles were found. In the United Statesreports describe service learning programs for undergraduate, master's, and doctoral students. Thefocus programs were diverse and included: tuberculosis, maternal and child health, diabetes m
  • Evaluation of a Health Education Program for Five-year-olds “Let's Learn about Our Body: Digestive System“.
    (33) 48-54 Mar. 2007
  • Concept and Implementation of Service Learning at the Two Universities in the United States - Report of Observation Survey and a Workshop of University of Wisconsin, Eau Claire and University of Washington -
    (33) 68-73 Mar. 2007
  • Nursing Competency : Concept, Structure of Dimensions, and Assessment
     14(2) 18-28
    The rapid development of medical sciences and the progressive aging of society have led to increased expectationsfor qualified nursing care. In addition, in Japan, the number of nursing colleges and universities is rapidlyincreasing, and will soon reach over 200. Nursing, out of its commitment to the health and wellness of people, mustbe sensitive to these local and global changes and the demands such changes place on nursing practice. As nursingprofessionals, we are expected to profess clearly what competencies our new graduates can offer. Therefore, nursingeducators have a responsibility to make clear what standard competencies are expected of students, as well as howand to what degree students are expected actually to attain such competencies. The purpose of this study is todefine the meaning of nursing competency, identify its constructs, and describe learning processes and assessmenttools with regard to nursing competency.We reviewed 30 English manuscripts to :(1)develop definitions and the content of nursing competency andidentify conceptual elements;(2)delineate nursing students' learning process, and(3)determine competencyassessment.As a r
  • Current and Future Trends for Continuing Education at the Research Center for Development of Nursing Practice at St. Luke’s College of Nursing: Focusing on Certified Nurse in Infertility, Cancer Chemotherapy, and Visiting Nursing
    (38) 81-85 Mar. 2012
    〔Abstract〕 This is the report of the present status and future plans for three Certified Nurse courses provided at theResearch Center for the Development of Nursing Practice at St. Luke’s College of Nursing from 2008. Thereis a downward trend in student applications for these courses. The lack of manpower makes it difficult fornurses to leave their position to return to school. The research center has to make an effort to make it easierfor nurses to commit to their continuing education. We, as educators must better serve and follow up on ourgraduates of the courses in order that they can assume their roles as a Certified Nurses in their special area.
  • FY2011 Curriculum Revision at St Luke’s College of Nursing
    (38) 52-57 Mar. 2012
    〔Abstract〕 This paper describes the process of developing a revised curriculum at St. Luke's College of Nursing andthe new contents. The former curriculum revised in FY 1995 had been evaluated and issues were noted.Therefore, a working group was organized and it initiated a new curriculum development in 2007. A furtherrevision was begun in April 2011. A revised curriculum FY 2011 is designed to meet the educational objectives which evolve from thephilosophy and vision of this college to prepare nurses who are not only proficient and knowledgeable inthe arts and science of nursing practice, but who are also caring well-rounded individuals. One of the maincharacteristics of this revised curriculum is to incorporate the concept of “People-Centered Care” (PCC).PCC was the outcome of the research project supported by a grant for 21st Century COE program fromthe Ministry of Education, Culture, Sports, Science and Technology Japan. PCC was incorporated into theconceptual framework of this curriculum. In the FY 2011 revised curriculum, liberal arts and the foundationsof nursing were enriched. In the clinical nursing courses the contents of nursing practice were sys
  • A Study on the Development of Computer Based Testing(CBT) for a Common Achievement Test for Nursing Colleges in Order to Maintain Students’ Competency for Practical Nursing - With Emphasis on Item Creation and Statistical Analysis of Pilot Testing -
    (38) 1-9 Mar. 2012
    〔Abstract〕 With the rapid increase of the number of nursing universities in Japan, the importance of evaluating thelevel of practical nursing ability required by graduation is increasing. Therefore, it is of urgent importance to develop a common achievement test available to nursinguniversities throughout Japan to evaluate the level of competency and knowledge required for a nursingstudent to begin clinical practice in hospitals or health facilities. For the purpose of developing such a test, 1,120 multiple choice items were made from the 18 nursingdomains, which are divided into the three areas: basic medicine, basic nursing and clinical nursing. Then pilot testing was conducted in both paper-based and computer-based forms with the 730 students and220 students respectively. The total of the alpha reliability of the three areas turned out to be high. Therefore the usefulness of the computer-based examination was confirmed in comparison with the paperbasedtest.
  • 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

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