| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,900,000)
Fiscal Year 2003: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2002: ¥1,900,000 (Direct Cost: ¥1,900,000)
Fiscal Year 2001: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Research Abstract |
In Great Britain, since the mid-1980's the standardization of labour and the goal of qualitative progress, lead to the preparation of an unique qualification system called National Vocational Qualification in Health Care (NVQ).
NVQ was evaluated in Great Britain in the form of survey interviews directed first toward trainers and students of NVQ as well as students who had the opportunity to move from NVQ to nurse training programs in universities. Next, the questioning was directed toward both parties of HCA/NVQ as well as NVQ trainers concerned with the education content and system of HCA/NVQ, evaluation of the education outcome, conditions of co-operation between nurses and HCA, and evaluation of the competency of each item of HCA/NVQ work duties as well as the level expected in the future.
In Japan surveys conducted via interviews and written questionnaires, questioned nursing and care-giving staff about the educational training and duties of the care-giving staff in relation to the p
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resent conditions and those ideal for Long-Term Care Health Facilities where care-giving staff members were placed.
Comparison of survey results in both Japan and Great Britain showed that the care-giving staff in Great Britain are more independent and personally in charge of education. Nursing staff duties focus primarily on the control of drugs and management so that sharing of duties between care-giving and nursing staff has lesser dilemma in Great Britain, too. However, this has been confirmed to be a reason for great dissatisfaction on the treatment side.
On the other hand, in Japan compared to Great Britain, even though nursing work and division of other duties is vague, the range of duties of care-givers is expanding. However at the same time they have large inter-faculty differences. Training systems are complicated and education training is not standardized far care-giving staff Furthermore, the nursing staff involvement in the training of care-giving staff turned out to be unsatisfactory. Less
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