社会的に看護の質の向上が求められ, 看護学の基礎となる解剖学教育の再構築が試みられていることから, 解剖遺体見学実習のもつ意義と今後の課題を検討する目的で実習後の学生の感想文の分析を試みた。看護学科学生の特徴を知るために, 理学/作業療法学科学生の感想文との比較も行った。これらの分析をもとに, 今後解剖遺体見学実習をどのように看護教育のなかに生かしていくかについて考察した。学生は心情の変化を伴いながらも解剖学的な学びを確実なものにすると同時に多くの哲学的な学びをしていた。また, 看護学科の学生は生命を司る臓器の記載が多く, 個体差, 性差, 年齢差, 生活の歴史の現れ, 疾患による変化など, 臓器の外観や人体を全体から生活体として見る「看護の視点」からの学びの記載が特徴であった。今後, 解剖学的知識を活用した教科内容の検討, および学生の心情を支援した意図的なオリエンテーションの検討が課題と考える。

Comments, thoughts and feelings expressed by nursing students after their observation of dissected cadavers during a college course of anatomy were analyzed to determine the role of this experience in nursing education. The written comments of the nursing students were compared with those of the students of physical and occupational therapies. Most students including the nursing majors evaluated this experience as an opportunity to better understanding of anatomy and to ponder on the issues of life and death and body-donation. Comparative content analysis of the comments identified distinguishable characteristics in the nursing students' responses. They tended to observe the organs and bodies from the viewpoint of nursing, and to make efforts to overcome their initial feelings of anxiety and disgust. They were more attentive than students of other disciplines to individual differences of those persons who had donated their cadavers in terms of life history, gender, age and the type of the disease they had suffered from. We conclude that it is important for instructors in nursing edudation to design a nursing curriculum in congruence with this experience of cadavers study and to support the students' emotional developments.

国立情報学研究所で電子化