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Aspirations of the Nursing School |
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The Nursing school comprises organic integration of the fields in sciences of healthcare, medical therapy and welfare of nursing, and is designed to cultivate and incorporate the basics of practical nursing and aspires to develop mature and humane individuals while pursuing the interactive evolution of medicine through educational and research developments. |
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Educational Objectives of the Nursing School |
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The social needs of the Nursing School are multifaceted; the search for able personnel in not only therapy-nursing but also healthcare, welfare, international medical activity and other relevant fields is on-going. The Nursing School educational curriculum includes the teaching of fundamental knowledge and basic skills in nursing with complementary mobilized training required to meet the expectations of society and to establish a standard capable of responding to globalization needs.
The Nursing School curriculum aspires to develop integrated ability by providing relevant technical knowledge and cultivating know-how and judgment skills endowed with ethical values. Furthermore, the education approach clearly emphasizes teaching of students first to 'understand' the nursing methods, then to orientate with acquiring practical 'application' and eventually to achieve the goal with practitioner competence on completing the course.
| (1) |
Cultivating individuals
aspiring to be nurses with proper understanding to develop the principles/beliefs,
integrity, respect for human rights and ability to perform duties with acquired
humanity. |
| (2) |
Developing the necessary basic ability
to diagnose and assist in response to healthcare needs of people, and aspire
to become an expert in nursing practice. |
| (3) |
Developing the ability to meet the
duties as nursing professionals and to recognize the needs for multilateral cooperation
and multifunctional coordination in integrative healthcare, medical therapy and
welfare. |
(4)
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Developing individuals with professional
sophistication as future educational, research and management personnel able
to positively discover and resolve problems and to meet challenges with relevant
research activities. |
| (5) |
Cultivating basic education to care
about changes in the national and foreign healthcare, medical therapy and welfare
environments, and to pursue innovative and original roles in the nursing profession. |
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Special Features of the Curriculum |
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The current incorporation
of educational needs by upgrading the nursing education to tertiary levels and
post-graduate schools, which was initiated with the curriculum revision in 2004,
aims to develop the overall ability in practitioner nursing with acquisition
of appropriate technical knowledge, know-how and judgment skills. Apart from
incorporating integrative liberal studies and technical basics, the revised curriculum
adopts the three strategic conceptual pillars of 'humans and environment', 'human-human
relationships' and 'life activity of humans' as the basis for the nursing metaparadigm.
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Liberal Studies and Integrated Technical Subjects |
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The concept of integrating
liberal studies with the relevant technical subjects to coordinate organic continuity
and foster linkage of the different academic years:
| (1) |
'Human and environment' perceives
the health relationships, molded from the natural environment to the mechanism
built in the human-made society, includes reviews on the aspects of natural environment,
living environment, sociology, social security, school health system, international
nursing activity, education, etc. |
| (2) |
The subject of 'human-human relationships'
aims to understand humans as individuals and discover the relationships between
individuals. The subject comprises philosophy, religion, linguistics, principles
of psychology, review of lifetime development, clinical psychology, life-stages,
health, etc. |
| (3) |
`Humans and life activity' endeavors
to understand life activity of humans; the subject includes biology, physical
science of biodynamics, body biochemistry, nutrition, disease development, mechanisms
of the body defense system, diagnosis, therapy, etc. |
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The subjects are incorporated
by focusing on basic health problems. With emphasis on the development of practitioner
nursing skills, clinical training starts with Basic Nursing Practical I in the
first academic year and continues with Integrative Nursing Practical II in the
fourth academic year; 14 subjects in practical nursing are done within this period
in organic corporation with lectures including physical assessments, etc. within
the campus.
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To further enhance nursing
education in our university, an approach involving multilateral interactions
is adopted: self-drive by students themselves in their pursuit of knowledge and
self-evaluation of curriculum planning, actual clinical practice and lecture
contents of teachings staff; conscious effort on the part of the teaching staff
with respect to their own lectures; and evaluation of the teaching effectiveness/style
of teaching staff by a third party, etc. These findings are useful in improving
teaching contents and educational techniques. Assessments of all subjects and
practical sessions are performed accordingly. It goes without saying that that
diligent effort and cooperation on the part of students themselves in following
lectures and performing practical studies are a prerequisite for acquiring the
above objectives. |
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| ZIP : 520-2192 /
Seta Tsukinowa-cho, Otsu, Shiga, JAPAN / Shiga University of Medical Science
/ TEL:(+81)77-548-2111 |
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