Ikuko Noro1), Keiko Abe2),Taeko Hamai3), Michiko Goto4),Hideaki Suzuki1)
, Katsuo Amioka2), Misuzu Nakamura4),
Norihiko Yamamoto5), Ikuyo Mochiki5)
, Naoya Nakahara1)
1) The Jikei University School of Medicine
2) Kinjo Gakuin University
3) University of Shizuoka
4) Nagoya City Universityy
5) Mie University
Amid growing concerns regarding the low mental health status of healthcare students, a study was conducted to investigate the relationship between mental health and resilience, the current state of resilience, differences in the levels of resilience across fields of study, and factors influencing resilience. The study employed a questionnaire survey targeting 489 first-year students majoring in medicine, nursing, and pharmacy. The results indicated that approximately 40% of participants were in a state of poor mental health. Students with higher resilience exhibited better mental health compared with those with lower resilience, suggesting that the acquisition and enhancement of resilience may be a viable strategy for addressing mental health issues among healthcare students. The current state of resilience among healthcare students showed no significant differences compared with that of general university students and nursing students, with the highest scores observed in the subscales of “Positive Future Orientation,” “Novelty Seeking,” and “Emotional Regulation.” Finally, resilience was shown to be influenced by the interplay of social skills, self-esteem, and metacognition, highlighting the potential effectiveness of educational interventions focusing on these aspects to enhance resilience among healthcare students.
Yukari Murata1)2), Miho Iwakuma1)
1) Department of Medical Communication, School of Public Health, Kyoto University Graduate School of Medicine
2) Medicare Rehabilitation Co., Ltd., Medicare Rehabilitation Visiting Nursing Station Kyoto
In this study, we examined how patients with systemic lupus erythematosus consider and address employment situations, with the aim of identifying implications for employment support and information provision. Individual semi-structured interviews were conducted with 20 participants, and the data were analyzed using the modified grounded theory approach. Participants were engaged in employment while fulfilling multiple roles, such as work and family roles, and they navigated their jobs through trial and error amid limited access to information related to employment. Participants managed work while experiencing uncertainty about their presence and roles within multiple communities, and they adjusted their attitudes toward employment to accommodate their lived realities. The findings revealed a need for comprehensive problem-solving that accounts for the whole of daily life and for the development of social infrastructure in this population to enable employment while living with the disease. In employment support, it is important to provide information tailored to varying levels of health literacy from an early stage of the disease to enable patients to balance work and family roles. Furthermore, systems should be established to facilitate the comprehensive and continuous accumulation and sharing of information among relevant organizations and stakeholders across the health care and employment sectors.
Kiyoko Sugihara1), Ayano Hagiwara1), Kyori Kato1), Sachiko Nagaya2)
1) School of Nursing University of Shizuoka
2) Hamamatsu University School of Medicine
This study aimed to clarify the characteristics of changes in communication skills across academic years among nursing students using an anonymous self-administered questionnaire
completed annually by the same cohort over 4 years.
Participants were students who entered the Faculty of Nursing at University A in 2020. Communication skills were assessed using the ENDCOREs scale.
Scores were compared across academic years using one-way analysis of variance followed by the Tukey-Kramer multiple comparison test.
Fourth-year students had the highest scores for all six main skills. Significant differences were observed only between fourth-year and other academic year students.
Similarly, fourth-year students achieved the highest scores on all three functional skill categories, and their scores differed significantly from those of first-year and second-year students.
No significant differences were found between first-, second-, and third-year students in either main skills or functional skills.
These findings suggest that communication skills among nursing students show a stepwise pattern rather than a continuous year-by-year increase,
reaching the highest levels in the fourth academic year.
This pattern may be attributable to progressively structured clinical practicums beginning in the first academic year and a curriculum that develops
from classroom lectures to skills training and, subsequently, to clinical practice.
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