共感 看護における共感の測定と開発

出版社: クオリティケア
著者:
発行日: 2020-09-15
分野: 看護学  >  看護学一般
ISBN: 9784904363850
電子書籍版: 2020-09-15 (第1版第1刷)
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商品紹介

共感を評価する尺度は、既に多く存在して、使用されています。しかし、本書で開発された尺度は、臨床例として看護師と患者の会話が示されており、一般的な尺度とは異なっています。また、本文中では、尺度開発に関する研究の方法や結果だけでなく、具体的な教育方法が示されています。このようなことから、本書は、看護学生だけでなく、現場で働く看護職、教員、研究者と幅広い看護職に必要とされると考えます。

目次

  • 1.援助において重要な共感
     1.1 共感が援助に不可欠である理由
     1.2 共感の意味と構成要素
     1.3 この研究で使われた共感の定義
     1.4 共感の必要性のまとめ

    2.問題:看護職を含む援助専門職者は,日常的にあまり共感を示さない
     2.1 一般的な問題:援助専門職者は日常的にあまり共感を示さない
     2.2 特定の問題:看護職は日常的にあまり共感を示さない
     2.3 共感が欠如していることのまとめ

    3.分析:共感は患者の観点から評価されておらず,そのように教えられている
     3.1 クライエントの観点から共感を測定する既存の共感尺度の欠落
     3.2 既存の共感教育課程の限界
     3.3 既存の教育課程は看護職が共感を示すことを学ぶことに役立たないというエビデンス

    4.ソリューションPart1:信頼性が高く有効なクライエント中心の共感尺度が開発された
     4.1 必要性:共感を示している時,看護職自身がそれを分かるようにするための共感の尺度
     4.2 方法:クライエント中心の共感的行動尺度の開発の段階
     4.3 結果:看護職がいつ共感を示しているのかを知ることができる尺度の開発
     4.4 評価:新しい測定尺度の信頼性と妥当性

    5.ソリューションPart2:尺度を使用して,看護職が共感を示すのに役立つ教育課程が開発された
     5.1 必要性:看護職が共感の示し方を学ぶのを支援する効果的な方法について
     5.2 方法:看護職が共感を示すのを支援するための共感教育課程の開発段階
     5.3 結果:看護職が共感を示すのを支援するための共感教育課程の特徴
     5.4 リサーチクエスチョンに対する答え
     5.5 評価:新しい共感教育課程は新しい測定尺度のみならず,他の尺度を用いても効果的であった
     5.6 共感教育講座の概要

    6.まとめと影響:このコースは他の人が学ぶのに有用である
     6.1 看護師教育への影響
     6.2 医療サービスへの影響
     6.3今後の研究への影響
     6.4看護教育の機会のまとめ

    付録
    1.共感尺度と使用者のガイドライン
    項目1.感情を探求し,はっきりさせようと努める操作的定義/臨床例
    項目2.指図し,気をそらせるように仕向ける操作的定義/臨床例
    項目3.感情に応答する操作的定義/臨床例
    項目4.言語・非言語コミュニケーションを無視する操作的定義/臨床例
    項目5.感情の個人的な意味を探索する操作的定義/臨床例
    項目6.一方的な判断や独断的な発言操作的定義/臨床例
    項目7.感情と意味に応答する操作的定義/臨床例
    項目8.話をさえぎり,多忙を装う操作的定義/臨床例
    項目9.クライエントに方向性を与える操作的定義/臨床例
    項目10.解決に焦点を合わせない・直接の質問に答えない・誠実さが欠ける操作的定義/臨床例
    項目11.適切な声のトーンとリラックスした響き操作的定義/臨床例
    項目12.不適切な声のトーンとそっけない響き操作的定義/臨床例
    2.共感尺度の項目の信頼性(クロンバックα)
    3.共感尺度の内的分別(ファイ係数)
    4.教育課程前後の面接計画 半構造化面接計画(教育課程前)
    5.臨床領域でのカウンセリング面接中に発生する状況の評価
    6.面接と調査方法に関する質問の理論的根拠
    7.看護師の教育に対する態度
    8.効果的あるいは非効果的な教育課程の要素
    9.臨床環境における看護師の共感的行動の障壁
    10.自己管理学習パックの内容
    11.自己管理学習パックの初期活動

    用語リスト
    参考文献

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参考文献

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