Nursing education using narrative products by clinical experiences of nursing teachers

1)对2006 ~ 2007年日本护理大学821名护理教师课堂发言的临床研究情况进行调查。调查收集率为47% （n=386）。其中，96%的护理教师回答说，谈论他们的临床经验是重要的。该方法用于研究动机和临床场所的形象。2)对问卷调查中自由描述的临床经验进行分析（n=26）。全文总数36663个，平均140个。13. 描述内容分为“对学习的影响”、“谈论的原因和目的”、“谈论的内容”、“对学习的影响”、“学生的反应”等12个项目。大多数护理教师认识到谈论临床经验的意义。3)对34名护理教师进行了访谈，根据调查结果对访谈表示配合。从发作的临床经验方面进行分析。在这些情节中，有意想不到的事件，也有关心和失败的故事。从这些结果来看，有必要在课堂上明确讲临床经验的目的，并认为讲临床经验可以作为教材使用。

1) We investigated about clinical researches which 821 nursing teachers talk at class in Japanese nursing universities from 2006 to 2007. Collection rate of investigation was 47% (n=386). In that, 96% of nursing teachers answered that talking their clinical experiences was important. This method was used for the motive of study an d image of clinical place.2) We analyzed the clinical experience for described in a free description of the questionnaire survey (n=26). Total full text number was 36663 and average was 140. 13. The contents of description were divided into 12 items "Influence on study", "Talked reason and purpose", "Talked content", "Influence on study", "The student's reaction", and so on. Most of nursing teachers recognized the meaning to talking about clinical experience.3) We interviewed to nursing teachers (n=34) who expressed the cooperation to interview from the result of the investigation. It was analyzed from aspect the episodes of clinical experiences. There were the unexpected events and the caring and failure story in these episodes. It was a necessity to clarify the purpose to talk about the clinical experience from these results in the class, and was thought that the talking clinical experience was able to use as a teaching material.