2006 Fiscal Year Final Research Report Summary
A guide principle and method to practice and evaluation for Death-Education (The 2)
| Project/Area Number |
16592136
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Clinical nursing
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| Research Institution | Asahikawa Medical College |
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Principal Investigator |
OKADA Yoko Asahikawa Medical college, Medical Course, Professor, 医学部, 教授 (90281906)
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| Co-Investigator(Kenkyū-buntansha) |
SUGANO Yoshiki Asahikawa Medical College, Medical Course, Assistant, 医学部, 助手 (20322901)
KUKITU Tomoko Tenshi College, Nursing Course, Professor, 看護栄養学部, 教授 (10177975)
INOUE Yukiko Japanese Red Cross Hokkaido College of Nursing, Nursing Course, Lecturer, 看護学部, 講師 (00320557)
INOUE Hitomi Ishikawa Prefectural Nursing College, Nursing Course, Lecturer, 看護学部, 講師 (50295169)
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| Project Period (FY) |
2004 – 2006
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| Keywords | Death-Education / Death-Concept / Cognitive Development / Elementary School / Junior High school / Piaget / Evaluation / Japan |
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| Research Abstract |
We got the following suggestion from enforcement and evaluation of Death-Education (evaluation research).
1) Adult and Society which sees death as a taboo and avoids conversation with a child. 2) The child has not taken in as experience even the matter which is probably being experienced through a life. 3) Imbalance of knowledge and experience study.
The unit which the sixth grader of an S city A elementary school applies half a year (a total of 38 hours), and we carried out Death-Education. Teaching materials : We used the documentary video of this sixth grader who insisted as raw today, fighting *** the cardiac disease of an incurable disease. When the report presentation before and behind Death-Education, and free discussion for every class after Death-Education. Analysis is doing by the report and the contents of discussion.
Result and Consideration : Push in precedence study : (1) Importance of life (even if it is in bullying, it will want without taking a life itself). (2) Happiness(of living healthily). (3) A future way of life (even if he wants to live, but not to live). From the report after video viewing and listening: (1) It is impressed by a way of life. (2) A way of life to follow example. (3) Unreasonable (of death ). (4) A life, the reconfirmation to living. (5) Death without regret. (7) Those who support and suit, and a man. (8) Present、 which lets a way of life pass was extracted. Free discussion : An active exchange. (2)Desire to express in one's words.
We having obtained many learning about the dignity and essence of human beings, such as raw and death. Most Important point is 「The lesson was not considered until now, and pleased this lesson having been studied」. One of the correspondences which aim at the balance of knowledge and experience is Death-Education. The child needs the construction.
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