@article{oai:air.repo.nii.ac.jp:00000571,
 author = {浅沼, 義博 and 伊藤, 登茂子 and 煙山, 晶子 and 猪股, 祥子 and 神谷, 千鶴 and ASANUMA, Yoshihiro and ITO, Tomoko and KEMUYAMA, Shoko and INOMATA, Shoko and KAMIYA, Chizuru},
 issue = {2},
 journal = {秋田大学医学部 保健学科紀要},
 month = {Oct},
 note = {A大学の2年生,3年生に対し,リスクマネジメント教育の一つとして,経管栄養剤の静脈内誤注入の事例をもとに授業を行い,その教育効果を検討した.授業では,自験例をもとに医療事故の発生状況,その際の対処法を学ぶとともに,静脈内誤注入が起きない経腸栄養ライン誤接続防止システムを供覧し,フェイルセーフの考え方を教授した.この授業の前後で試験を行い,その成績を比較検討した.2年生75名では,授業前・後で,各10±2.5点,18±3.1点であり,3年生11名では各13±3.4点,21±2.4点であった.両学年とも授業後には有意に得点が増加した.また,3年生は2年生に比べ,授業前後とも良い点数であった.しかし,これらの設問のうち,知識の量を問う設問2〜7とそれ以外の問1とを別々に評価したところ,前者においては3年生の方が2年生より有意によい成績であった.しかし,後者においては,3年生と2年生の間に差は認められず,現行教育の問題点の一つと考えられた., We used cases of intravenous misinjection of enteral nutrients to train second and third year nursing college students in risk management. The effect of the training was assessed by a test before and after a 60 minute lesson, where the occurrence of medical malpractice and proper treatment were explained, the preventative system for misconnection of the parenteral nutrition line presented and the concept of fail-safe taught. A test was set before and after the lesson, and the scores compared. The total scores were 10±2.5 points before the lesson and 18±3.1 points after the lesson among 75 second-year students, and 13±3.4 points and 21±2.4 points respectively among 11 third-year students. These data indicate that the scores were increased by the lesson, and the scores of third-year students were significantly better than those of second-year students. However, when the scores for Questions 2-7, which tested volume of knowledge, and Question One, which tested further knowledge, were assessed separately, those for Question One did not differ between second and third year students, indicating a problem with the course in its current state.},
 pages = {146--150},
 title = {リスクマネジメント教育の効果に関する一考察 : 経管栄養剤の静脈内誤注入症例をもとに},
 volume = {11},
 year = {2003}
}