TAN Yoshiko

While “oshi-katsu” (activities supporting one’s favorites) has been reported to increase positive emotions among younger generations, its prevalence and impact on the feeling that life is worth living among elderly people have not been sufficiently examined. This study aimed to clarify the relation between oshi-katsu and the feeling that life is worth among elderly people by conducting an online survey targeting seniors nationwide. Responses from two groups were analyzed: those engaged in oshi-katsu (n=480) and those not engaged (n=500). The results indicated that although the perceived positive impact of oshi-katsu on social aspects such as interpersonal relationships and social activities was limited, more than two-thirds of participants reported positive effects on psychological aspects, including feelings of fulfillment and happiness. Furthermore, scores for “feeling that life is worth living” and its subscales, including “desire for self-realization,” “sense of life fulfillment” and “will to live” were significantly higher in the oshi-katsu group compared to the non-participating group. These findings suggest that oshi-katsu among elderly people may contribute to enhanced awareness of fulfillment and an increased feeling that life is worth living.

With the recent widespread use of social networking services (SNS), non-face-to-face communication has become increasingly common among younger generations, including university students. This study aimed to clarify the relation between university students’ face-to-face and non-face-to-face interactions and their subjective well-being. An online survey was conducted targeting university students nationwide, and the responses were analyzed based on three categories of interaction partners: close friends at the same university (n=340), classmates at the same university (n=347) and friends outside the university (n=353). The results indicated that both face-to-face communication and text-based non-face-to-face communication were primarily used with close friends and classmates at the same university, as well as with friends outside the university. Subjective well-being tended to be higher among students who interacted more frequently and tended to be lower lower among those who interacted less frequently. This relation was consistent for both face-to-face and text-based non-face-to-face communication. These findings suggest that text-based non-face-to-face communication may contribute to subjective well-being in a manner similar to face-to-face communication.

Excessive use of social networking services (SNS) is known to have a significant negative impact on mental health in university students. In this study, we conducted an online questionnaire survey of university students and analyzed 146 responses in order to clarify the relation between SNS addiction and self-compassion among university students. As a result, it was found that there was a significant negative relationship between SNS addiction and self-compassion in the university students. In addition, the subscales of "self-judgment," "isolation," and "over-identification" were significantly associated with SNS addiction. These results suggest that selfcompassion education may help reduce the deterioration of mental health caused by SNS addiction.

本研究は、生活者理解を目的として導入したライフヒストリーインタビューを初学者に用いることの効果、すなわち基礎看護学実習Ⅰの目的の一つである「対象を生活者として理解」するという目標が達成できているかどうかを明らかにすることを目的に、令和5年度基礎看護学実習Ⅰ受講生57名が教育の一環として作成したレポート内容 を研究のために二次利用し、学生が理解した「生活者」を質的帰納的に分析した。その結果、【自宅での日常生活を送る人】、【楽しみを追究する】、【前向きな思いがある】、【その人らしさがある】、【病気や老いに向き合う】、【家族との関係】、【地域の人との関係がある】、【役割を持つ人】、【否定的な感情がある】、【自立して生活したい】、【困難感を感じる】、【今後のことを考える】の12カテゴリが抽出された。これらの内容および視点は先行研究で示されており、本研究の結果とも一致していたことから、学生は対象を生活者として理解することができていた。

A questionnaire survey was administered to 40 students to examine the effects of short trainings that were given at this university for clinical instructors with emphasis on the basic fundamentals. The objective of these trainings is to “allow clinical instructors and faculty members with limited experience providing clinical instructions to understand the importance and methods of clinical instruction, as well as learn knowledge and techniques that can be quickly deployed, thereby heightening their desire and interest in providing clinical instructions.” The training consists of four one-hour lectures centered on “promoting student understanding,” which is one of the basic fundamentals of clinical instruction, to resolve any perplexities and difficulties experienced by the clinical instructors, as well as a 30-minute summary Q&A session. According to the survey results, roughly 80% of the respondents indicated that they “understood 80% or more of the contents,” and nearly all the respondents indicated that they “can leverage what they learned in their work,” and nearly 70% of those without teaching experience indicated that they “wish to become involved in education.” An analysis of the free descriptions from the respondents uncovered 71 codes across 6 categories for “things they newly learned,” and 73 codes across 6 categories for “things they wish to newly try.” These results showed that the training objective was achieved and a certain level of effect was observed.