抄録
本研究は、小児看護実習2年間のユーモアカンファレンスで取り上げられた場面から、援助内容(誰が、どのようにユーモアを活用したか)および、その効果と反応を検討し、ユーモアカンファレンスでの学生の学びを考察することを目的とした。ユーモア場面183件のうち、学生、教員、医療者が意図的にユーモアを発し、相手が嬉しそうな笑みを浮かべる、緊張が解ける、ほっとしたなどの効果や反応を捉えた場面「にっこり・ほっと場面」64件の検討から、以下のことがわかった。1.学生は小児看護実習における様々な援助場面で意図的にユーモアを活用していた。2.学生は、援助時の意図的なユーモアの活用や工夫により、子どもや家族の緊張緩和、処置や検査への意欲を引き出す効果を捉えていた。3.学生は、子どもや家族が笑うことで場が和み、互いの心理的距離が縮まったことに気付いていた。4.学生は、教員や医療者の意図的なユーモア活用にも気づいていた。5.カンファレンス中の笑いは、学生-指導者間の緊張緩和に繋がった。以上より、意図的にユーモアを活用した援助プロセスをカンファレンスで共有することは、学生の実践能力の向上の一助となる。
In the present study, the contents of care (who used humor and how) and its effects and responses were investigated in scenes selected from humor conferences during two years of child nursing training with the objective of examining the learning experience of students at humor conferences. Among a total of 183 humor scenes, 64 scenes were identified as "scenes involving smiles and a sense of relief in which students, instructors, or medical personnel consciously used humor that resulted in effects or responses such as joyous smiles, reduction of tension, and a sense of relief among the audience. Analysis of these scenes revealed the following : 1) students consciously used humor in various care settings during child nursing training ; 2) students understood that the conscious use of humor during care resulted in effects such as reduction of tension among children and families as well as enhanced motivation to undergo treatment and tests ; 3) students were aware that laughter among children and families eased the mood and narrowed the psychological distance between each other ; 4) students were also aware of the conscious use of humor by instructors and medical personnel ; and 5) laughter during conferences led to the reduction of tension between students and instructors. These findings indicate that the sharing during conferences of care methods that involve the conscious use of humor contributes to the enhancement of the practical ability of students.
