Case Conferences Focusing on Emotions: Perspectives on Continuing Learning for Midwives in a Perinatal Unit

• Published in: 日本赤十字看護学会誌 Vol. 25; no. 1; pp. 77 - 87
• Main Authors: 高橋 美穂子, 宮本 眞巳
• Format: Journal Article
• Language: Japanese
• Published: 日本赤十字看護学会 2024; Japanese Red Cross Society of Nursing Science
• Subjects: case conferences; continuing education; emotional intelligence; emotions; midwives; 事例検討会; 助産師; 感情; 感情活用; 継続教育
• ISSN: 1346-1346; 2433-3425
• DOI: 10.24754/jjrcsns.25.1_77

Midwives are expected to be able to construct helping relationships. This requires accurately identifying the needs of the people they are helping. To improve this ability, we conducted an educational intervention comprising case conferences focusing on emotions. The intervention was based on a theory of helping relationships, and participants were four midwives working in a perinatal unit. Interviews and questionnaires were administered before and after the intervention. Data were analyzed using qualitative synthesis method (KJ method) to identify the structure of learning in this educational intervention. We identified a three-stage learning process: understanding the use of emotions, a shift in mindset, and the expectation that utilizing emotions will lead to improved quality of care. We also identified three aspects that supported this learning process and three difficulties that arose during the learning process. These difficulties could be overcome through a series of educational interventions, practices, and supports, which were found to lead to deeper learning and retention. The findings suggest that case conferences focusing on emotions are effective as a continuing education method to improve midwives’ performance in perinatal wards which contain patients with complex physical and psychosocial problems. 助産師には援助対象者のニーズを的確に捉えながら援助関係を構築する力が求められている．本稿は，同じ周産期病棟の助産師4名を対象に，援助関係論を基盤とした教育的な介入として「感情に焦点を当てた事例検討会」を行い，その学びの構造を明らかにしたものである．介入前後にインタビューとアンケートを実施し，質的統合法（KJ法）を用いて分析した結果，感情を活用することへの理解，発想の転換，ケアに活かせるという期待，の3段階の学びのプロセスと，それらの学びを支えた3つの側面が抽出された．また，学びのプロセスにおいて3つの困難が生じていたことが明らかになったが，教育的介入と実践とサポートの連続性が，困難からの脱却をもたらし，学びの深化と定着につながる可能性が見出された．「感情に焦点を当てた事例検討会」が，身体的・心理社会的に複合的な問題を抱えやすい周産期病棟において，有用な継続教育の方法であることが示唆された．