著者

榮田 絹代 森田 敏子

出版者

徳島文理大学

雑誌

徳島文理大学研究紀要 (ISSN:02869829)

巻号頁・発行日

vol.92, pp.53-82, 2016-09

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Objective: To identify the impact that role-lettering has on promoting self-understanding and understanding of others in nursing students, and to discover the educational implications of acquiring interpersonal and communication skills. Method: The research was designed as an exploratory validation of inductive and descriptive factors of role-lettering, and for validation of clinical hypotheses. Subjects were 215 2-year course nursing students in Kyushu Prefecture. They were mailed a self-administered survey and a qualitative analysis of their responses was conducted. Results: 102 surveys were returned, with 93 valid responses (43.3%). The valid surveys contained the following responses: "dissatisfaction and anger," "complaints and predicaments," "tension and mixed feelings," "expectations for others," and "confirmation of others' feelings." The returned surveys contained the following responses: "dissatisfaction and criticism," "valid complaints and justifications," " difficulty in understanding and response," "different perspectives," and "expectations and hopes for self." Based on the feeling of good or ill will towards others, limitations for self-understanding and understanding for others were revealed. Of the seven clinical hypotheses, five were validated. Discussion: Clarifying one's emotions through role-lettering and sharing the standpoint of others aids in self-dialog, promotes empathic understanding, displays an interest in and concern for others, and deepens self-understanding and understanding of others. Five of the seven clinical hypotheses were validated, and educational implications that promote self-understanding and the understanding of others obtained.