著者

花岡 真佐子 池川 清子

出版者

日本医学哲学・倫理学会

雑誌

医学哲学 医学倫理 (ISSN:02896427)

巻号頁・発行日

vol.15, pp.85-94, 1997-09-20 (Released:2018-02-01)

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Nursing techniques, unlike those developed in other field, arise and evolve out of interactive situations. The individually generated action performed in isolation, which, on a production line is appropriate, can be entirely inappropriate and ineffective where the question is one of care. In such a situation, therefore, the observer (the nurse) cannot handle the obsenrvee (the patient) in a mechanical fashion, as if the latter were not a sentient being but merely an object. It follows that the nurse's perceptive capabilities and judgment play a decisive role in the appropriateness and effectiveness of the techniques she or he employs. The nurse's perceptive modes must thus be examined. Living necessitates humans to maintain a constant relationship with the surrounding environment. The recognition and interpretion of and reaction to sensofy stimul are inherent features of this relationship. It is perception that establishes mutual relations between human being and his world, hence perception is crucial to nursing acts. The links existing between the various perceptive modes and the surrounding environment, together with the incorporation of such information into students'clinical training, form the subject of this paper.

著者

花岡 真佐子

出版者

日本医学哲学・倫理学会

雑誌

医学哲学 医学倫理 (ISSN:02896427)

巻号頁・発行日

vol.14, pp.34-45, 1996-10-01 (Released:2018-02-01)

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Due to the practical features of nursing is inevitably involved in techniques. In other words in trying to enhance the quality of human life, people have performed techniques of nursing since ancient times. The acquisition of basic techniques in nursing, therefore, became a core of nursing education. However, in previous educational methods, technical patterns and handling were imitated repetitiously. According to Max Weber, acts must be distinguished from behavior, for the former signifies purposively oriented meanings while the latter does not. If we try to characterize the previous nursing method based on Weber's way of thinking, it can be said that the method is basically understood in relation to behavior. However, nursing techniclues should be directed at enhancing the quality of human life and therefore, the whole comcomplex system of nursing must be involved in acts signifying purposefully oriented meanings. In the earlier stage of learning of nursing techniques, students who lack knowledge the meaning of techniques tend to show mechanical and repetitious behavior. In the first stage of clinical training, students are not conscious of the meanings of technical acts and therefore are preoccupied only with the handling order of techniques. However, once they become conscious of the real relationship between clients and themselves, the purose of clients' lives is clearly acknowledged. Based on the above mentioned, I would like to clarify the relationship between acts in nursing techniques and purposes, reflecting on the learning process of nursing techniques in clinical training.