IGARASHI Yukari

Faculty & Position:Women’s Health/Midwifery  associate professor
Contact:yukari[at]slcn.ac.jp convert [at] to @
URL: 
Last Updated: Aug. 07, 2019 at 14:37

Researcher Profile & Settings

Profile

    Maternal Infant Nursing & Midwifery

Education

  • 20022003The University of Sydney Master of Nursing
  • 20012002The University of Sydney Bachelor of Nursing

Association Memberships

    Team-Based Learning Collaborative , JAPAN ASSOCIATION FOR INTERNATIONAL HEALTH , ST. LUKE'S SOCIETY FOR NURSING RESEARCH , Japan Association for College and University Education , JAPAN ACADEMY OF NURSING ADMINISTRATION AND POLICIES , JAPAN ACADEMY OF NURSING SCIENCE , JAPAN ACADEMY OF MIDWIFERY

Qualification

  • 看護学博士

Research Activities

Research Areas

  • Nursing / Lifelong developmental nursing
  • Nursing / Clinical nursing

Published Papers

  • Process of Establishment of Accelerated Baccalaureate Program in Nursing
     4 98-102 Mar. 2018
  • The Learner Centered Model―Learning Assistant Induction
     41-46 Mar. 2017
  • Women Support Project for Great East Japan Earthquake - Relief Supply Distribution and Health Consultation -
    (40) 80-84 Mar. 2014
    The Great East Japan Earthquake of March 2011 wrought massive destruction in Iwate Prefecture, in northern Japan. The Health care system in Rikuzentakata, one of the prefecture’s coastal towns, was devastated. Volunteers carried out support efforts starting in the immediate aftermath of the disaster until the transition to the recovery phase, focusing on supporting women disaster victims from the perspective of nurses and midwives. We distributed relief packs called “onna-no-nattemo-fukuro”(a bag for women), and conducted health consultations. The relief packs contained brochures about women’s health and personal safety. In the health consultations, many women reported physical problems resulting from sleepless and stress, and there was a pressing need simply to have someone to talk to. These support efforts, because they were not limited to merely distributing relief supplies, were consisted to be particularly effective : Through the health consultations the various needs of women in the region could be identified and acted upon.
  • Women Support Project for Great East Japan Earthquake - Revival Period to Closing our Project -
    (40) 85-89 Mar. 2014
    Since April 2011, a month after the March 11 Great East Japan Earthquake, our project has been corroborate with Japan Association for Refugee to support mainly for women aspect to protections and supplies offer beside consultations of women’s health conducted by nurse-midwives at Rikuzen takata city, Iwate prefecture, Japan.Due to closing of shelter at August 2011, we shifted providing care at shelter to temporary houses and community centers, also we change and expand providing care for women as women’s change of their needs. We report our providing care from revival period to until February 2012, closing our project.We were conducted health consulting support for women’s health, and supplies offer by nurse-midwives as we provided since we start this project. Besides, we conduct hand massage when consulting, and made aroma crafts with women for relaxation care. We also include physical exercise and exercise to prevent incontinent as part of care sometimes. There are demand to make sexual education pamphlets which includes menstruation and self protection for girls who have lost their mother. We conducted menstruation education to girls using original pamp
  • Understanding Points for Reconstruction Support through Women Support Project in the Great East Japan Earthquake
    (40) 90-93 Mar. 2014
    We offered support for women in the stricken disaster area of Rikuzentakata-shi, Iwate, where the healthcare system was destroyed by the Great East Japan Earthquake. Our efforts started April 1, 2011 and continued until February, 2012. In shelters and temporary houses, we provided women’s supplies named onnano-nattemo-fukuro(a bag for women), consulting, aroma message and exercise. For girls, a pamphlet named onnanoko-no-minna-e(for every girl)was provided which explained about the first menstrual period and how to properly manage it. This pamphlet was particularly for girls who had lost their mothers. For elderly women, a pamphlets called nyoutoraburu-de-komatteimasenka(Do you have any trouble with incontinent?)was provided. Through this women support project, we noted that aid workers needed an attitude of sensitivity, a sense of humility, interpersonal cooperation skills and the capacity to maintain a positive outlook in order to support people in the stricken disaster area. It was reconfirmed that aid workers need shift rotations and to have the aid agency prepare a system for working with multi-workers to provide for their continuous suppo
  • Teaching Maternal-Newborn Nursing(Practical Method) Using the Team-Based Learning Method: An Innovative Approach Ⅲ
    (40) 75-79 Mar. 2014
    Team-based learning(TBL)was into the maternal-newborn coursework, of perinatal nursing(practical method)(required subject, 2 units)beginning in April 2013. We reflected on our TBL experiences from 2012 for developing the TBL session beginning in 2013. We altered the structure of the unit for TBL so that it was not same each time, such as TBL theater(faculties played a clinical situation), activities of making mother and baby’s’ educational plan, and practice of developing the nursing process. These were involved for each unit using TBL to maintain student’s motivation. In the actual TBL session, subject guidance and peer evaluation were explained in detail and facilitator and students’ interactions were focused on through a feedback process. After the TBL session, the reflection meeting surfaced the following ideas of : taking the excellent team’s photos, using a point system for discussion, and mini-lectures to be used to develop TBL. It was clear that the most important point in TBL is preparation. Detailed, careful and in-depth preparation creates an emotional capacity and comfortable feeling for facilitators. TBL should be developed
  • Teaching Maternal-Newborn Nursing(Basic) Using the Team-Based Learning Method: An Innovative Approach Ⅱ
    (40) 71-74 Mar. 2014
    This paper describes our experience of introducing Team-based learning(TBL)into an undergraduate nursing course at St. Luke’s College of Nursing to teach Maternal-Newborn Nursing(Basic)and to identify strategies to improve their learning.TBL consists of three-steps : preparation, readiness assurance, and application-focused activity. First, before students came to class, they were provided with handouts beforehand to be prepared for an individualreassurance test(IRAT). Next at class, they took the IRAT, followed by the team-reassurance test(TRAT). After being tested their basic knowledge, they had time to appeal. The last part was where they worked as a team to solve an application-focused activity. To show students the real situation at the hospital, faculty members played a role as a midwife and a mother who gave birth. This was an original idea of ours and students watched carefully to gather information to solve the clinical problem.After class, most of the students found that TBL was exciting. In order to make the TBL more effective, we need to carefully look over the RAT items and evaluate how TBL was connected to the practicum.
  • Teaching Maternal-Newborn Nursing(Basic) Using the Team-Based Learning Method: An Innovative Approach Ⅰ
    (40) 67-70 Mar. 2014
    In 2012, the new nursing curriculum changed. This was the time we implemented TBL as a new way of educating. A turning point within this new curriculum is Team-based learning(TBL). TBL was used as an educational method for two levels of maternal-newborn courses(subjects):(1) Maternal-Newborn Nursing (Basic)and(2)Maternal-Newborn Nursing(Practical Methods). These two levels began in the second year of the baccalaureate nursing program. The reason why TBL method was introduced into learning maternal-newborn content was because we expected TBL to provide students with the necessary skills to become professional nurses. These necessary skills include nursing knowledge from continuous learning, professional image and predicting nursing care in the clinical setting from their questions arising in their clinical experience, and professional competencies gained by enacting the task with team members such as clinical judgment, communication, interpersonal relationship and team-work skills. This paper describes the preparation process of TBL, which began in April 2011. The focus is on year April 2011 to April 2012 when the TBL method was introduced. This p
  • Immigrant's expereinces of maternity care in Japan
    Yukari Igarashi, Shigeko Horiuchi, Sarah, E. Porter
    Journal of community health http://link.springer.com/artic Apr. 2013 [Refereed]
  • The Activities and Vision of the International Affairs Committee.
    (39) 87-94 Mar. 2013
    The International Affairs Committee of St. Luke’s College of Nursing, originally established as theInternational Exchange Committee, changed its name in April 2012 to clarify the committee’s enhanced aimof promoting globalization at the college and preparing our students and teachers to play active roles in theworld. During the 2012-13 academic year, the committee implemented various projects such as Global HealthSeminars, short-term exchange programs with partner universities, collaborative activities with our studentcommittee, a trial NCLEX preparation course to study nursing and health topics in English, providinginformation through Facebook and Twitter, and a series of discussions with faculty and administrativeofficials on the future direction of globalization efforts at St. Luke’s. Future challenges for the committee are:to increase the number of partner universities through which we offer student exchange opportunities, todevelop a common system with partner universities for evaluating student achievement during exchangeprograms, to enrich study abroad opportunities with before and after activities, to set up a credit recognitionsystem for progr
  • Record of a Nine-year Student Exchange Program between St. Luke’s College of Nursing and Villanova University College of Nursing
    (38) 71-75 Mar. 2012
    〔Abstract〕 Student exchange programs between St. Luke’s College of Nursing in Tokyo, Japan and VillanovaUniversity College of Nursing in Pennsylvania, United States were held eight times from 2002 to 2010.Program participants were obliged to be a part of the future development of St. Luke’s Medical Center,which consists of St. Luke’s International Hospital and St. Luke’s College of Nursing. They were alsoexpected to understand the historical relationship between the Episcopal Church in the United States and St.Luke’s Medical Center, and to become bridges between Japan and the U.S. Four Japanese students and four U.S.students joined the exchange program alternately with the financial and operative support of the AmericanCouncil. This exchange program provided the participants from St. Luke’s College of Nursing with opportunitiesto observe the excellent nursing care practices in the U.S. as well as to recognize the positive aspects ofnursing in Japan through the comparison of nursing practices in the two countries. By drawing on thefeedback received from students who participated in the exchange program, it is hoped that St. Luke’sCollege of Nursing wi
  • Evaluating quality of childbirth care by women fromculturally diverse backgrounds living in Japan: Towards developing culturally congruent care in becoming a multicultural society
    Yukari Fujiwara(Igarashi)
     Mar. 2009 [Refereed]
  • culturally congrent careの概念分析
    Journal of Japan Academy of Midwifery 22(1) 7-16 Jun. 2008 [Refereed]
  • Transcultural Nursing during Childbirth in Japan
    Yukari Fujiwara
    The University of Sydney Feb. 2003 [Refereed]

Books etc

  • How to Guide for Team-Based Learning
    Yukari IGARASHI
    Joint Translation
    IAMSE  Mar. 2015  978-1-4675-6665-0

Conference Activities & Talks

  • Effectiveness of TBL Between students in a Traditional Six-month Compared to an Accelerated Three-month Bachelor's of science Nursing Maternal and Newborn Nursing Course
    Kana Shimoda,Yukari IGARASHI,Miyuki Oka,Yuko Masuzawa
    18th Annual TBLC Meeting Mar. 2019
  • Effectiveness of Team Based Learning in knowledge Enhancement of Perinatal Nursing Students
    Oka Miyuki,Yukari Igarashi,Yuko Masuzawa,Kana Shimoda
    18th Annual TBLC Meeting Mar. 2019
  • A Brief Report on Changes in the Individual Accountability of Nursing Students through Peer Evaluation
    Yuko Masuzawa,Yukari IGARASHI,Miyuki Oka,Kana Shimoda
    18th Annual TBLC Meeting Mar. 2019
  • Effectiveness of Team Based learning for Students in a Maternal and Newborn Nursing Course
    Yukari IGARASHI,Miyuki oka,Yuko Masuzawa,Kana Shimoda
     Mar. 2019 Team Based Learning Collaborative
  • The Second-year Experience of Teaching Undergraduate Nursing Students with Team-Based Learning: Antenatal Nursing
    Yukari IGARASHI
    14th Annual TBLC Meeting Mar. 2015
  • The Second-Year Experience of Teaching Undergraduate Nursing Students with Team-Based Learning: Intrapartum Nursing
    Yoko Shimpuku, Yukari Igarashi, Mariko Iida
    14th Annual TBLC Meeting Mar. 2015
  • The Second-year Experience of Teaching Undergraduate Nursing Students with Team-Based Learning: Postpartum and Newborn Nursing
    Mariko Iida,Yukari Igarashi,Yoko Shimpuku
    14th Annual TBLC Meeting Mar. 2015
  • Reproductive Health Pilot Program for Refugee Women in Japan:Knowing your Body Better
    Yukari IGARASHI, Michiko OGURO, Eriko SHINOHARA
    The Transcultural Nursing Society's 40th Annual Conference Oct. 2014
  • Introduction of Team-Based Learning (TBL) to Undergraduate Nursing Education: Course Development and Student Perceptions Toward use of TBL in Antenatal Nursing
    Yukari Igarashi,Yoko Shimpuku,Mariko Iida
    13th Annual TBLC Meeting Mar. 2014
  • Introduction of TBL to Undergraduate Nursing Education:Course Development and Student Perceptions Toward the use of TBL in Postpartum and Newborn Nursing
    Mariko Iida,Yukari Igarashi,Yoko Shimpuku
    13th Annual TBLC Meeting Mar. 2014
  • Introduction of TBL to Undergraduate Nursing Education:Course Development and Student Perceptions Toward use of TBL in Intrapartum Nursing
    Yoko Shimpuku,Mariko Iida,Yukari Igarashi
    13th Annual TBLC Meeting Mar. 2014
  • Childbirth Experiences of Immigrant women in Japan
    Yukari Fujiwara、Shigeko horiuchi
    The 28th International Confederation of Midwives Triennial Congress 2008 Jun. 2008
  • Follow-Up Report on the Evaluation of Six Leaflets in Six Languages: Implications for Transcultural Midwifery Care in Japan
    Yukari Fujiwara、Shigeko Horiuchi、Hiromi Suda
    Transcultural nursing society 33rd annual conference Sep. 2007
  • Six leaflets in Six languages-Supporting people from diverse cultural backgrounds at childbirth in Japan-
    Yukari Fujiwara、Akram Omeri
    Transcultural Nursing soceity 32rd annual conference Nov. 2006
  • Understanding Culturally Congruent Care by Japanese Midwives for People from Diverse Cultures
    Yukari Fujiwara,Masumi KATAGIRI、Akram Omeri 
    Transcultural Nursing soceity 31st annual conference Oct. 2005
  • Supporting group “The Little Star”-Caring for mothers and families who experienced infant loss,stillbirth and miscarriage in Jap
    Yukari FUJIWARA,Yukiko FUJIMURA、Natsuko KAKIZAKI、Ikuko OGASAWARA、Humiharu MIURA
    First Candle/SIDS alliance and International Stillbirth alliance 2005 Conference Sep. 2005
  • Healthcare Interpreting at  Childbirth in Japan
    Yukari Fujiwara,Masumi KATAGIRI、Akram Omeri、Naomi KATO
    The 27th International Confederation of Midwives Triennial Congress 2008 Jul. 2005

Works

Research Grants & Projects

  • Children Life support project
    Project Year: 2017 - 2018  Investigator(s):Yukari IGARASHI
  • Introduction of Team-Based Learning(TBL)to Undergraduate Nursing Education:Corse Development and Student Perceptions Toward use of TBL in Antenatal Nursing
    Project Year: 2013 - 2014  Investigator(s):Yukari IGARASHI

Others

  • Oct. 2018
    http://www.gunma-kango.jp/wp5/wp-content/uploads/2018/06/9%E7%A0%94%E4%BF%AE%E3%83%97%E3%83%AD%E3%82%B0%E3%83%A9%E3%83%A0.pdf

Social Contribution

Social Contribution



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