9. FY 2009 Graduate Student Application Guidebook: Master’s Course
Structure of the educational subjects ? Master’s Course
| Required or elective |
Subjects (credits) | |||||
| Requ- ired |
Core subjects |
Continuing Health Nursing Education I (2 ) Health Nursing and Study I (2) |
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| R e q u i r e d i n t h e a r e a |
Inter -cultural Health Nursing |
Health Nursing Administration | Health Nursing Administration Special Theory I (2) Health Nursing Administration Seminar (2) Health Nursing Administration Practicum (4) Health Nursing Administration Special Study I (10) or Health Nursing Administration Problem Study (10) Health Nursing Education Special Theory Ⅰ (2) Health Nursing Education Seminar (2) Health Nursing Education Practicum (4) Health Nursing Education Special Study I (10) or Health Nursing Education Problem Study (10) |
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| Community Health Nursing |
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| Life-span Developmental Health Nursing |
Maternal and Child Health Nursing |
Maternal and Child Health Nursing Special Theory I (2) Maternal Health Nursing Seminar (2) Maternal Health Nursing Practicum (4) Child Health Nursing Seminar (2) Child Health Nursing Practicum (4) Maternal and Child Health Nursing Special Study I (10) or Maternal and Child Health Nursing Problem Study (10) |
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| Adult and Geriatric Health Nursing |
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| Frontier of Health Nursing |
New Field of Health Nursing |
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| Elective subjects |
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Completion requirement: Over (30) credits should be earned to complete the master’s course.
［Breakdown: core subjects (4), required subjects in the area (18) or (20), elective subjects (8) or (6) or more ］
NB 1) Students taking Health Nursing Special Theories Ⅰshould take more than 4 elective subjects (more than 8 credits) and students
taking Practical Nursing Special Theories should take more than 3 elective subjects (more than 6 credits).
NB 2) We plan to apply Practical (Psychiatric / Chronic / Geriatric / Cancer) Nursing Special Theory I / II / III / IV, Practical (Psychiatric / Chronic / Geriatric /Cancer) Nursing
Seminar I / II , Practical (Psychiatric / Chronic / Geriatric / Cancer) Nursing Practicum I / II as subjects in the Nursing Specialist Education Course (specializing in
Psychiatric Nursing, Chronic Nursing, Geriatric Nursing, and Cancer Nursing) in the future.
We plan to apply subjects marked with (※) in the core and elective subjects as common subjects in the Nursing Specialist Education Course in the future
Outline of the educational research areas / fields (Master’s Course)
| Area | Field | Outline |
| Inter -cultural Health Nursing | Health Nursing Administration | Prominent practitioners and educational researchers can analyze / evaluate practical nursing administration activities such as countermeasures against newly emerging infections at the macro level, administrative contribution promoting healthy life of people with different lifestyles and values at the micro level, administrative measures and cost effectiveness emphasizing primary care, disease control at hospitals / wards, and healthcare for people under the key word of a specific “culture”, and respond to complicated problems. This field aims to improve competence needed for such human Health Nursing Administration resources. To study how individual nurses and nursing groups form and acquire ever-changing / developing nursing philosophy and skills in response to the development of society and technology surrounding nursing. To explore the development of teaching methods in nursing fundamentals and in-service education, and nurses’ methods of building educational competence in nursing practice; to develop human resources in charge of nursing fundamentals education; to improve practitioners’ educational leadership in the health nursing field. ■Full-time teachers / ◎Eiko Kadekaru, ◎Akiko Ikeda, Shinobu Kinjo |
| Community Health Nursing | To study measures, plans, implementation, outcomes, and evaluation targeting communities and high-risk groups. To conduct appropriate approaches in health nursing practice for community residents with health risks, health promotion, and health education (disease education) at the micro-level; to improve students’ leadership competence to solve problems by applying the latest knowledge. To acquire professional skills in acceptance interviews and consultation during mental health counseling; to improve competence to become practitioners or educational researchers applying preceding research outcomes to practice and utilize them to improve the quality of services. To develop advanced power of execution needed for nursing specialists (in psychiatric nursing). ■Full-time teachers / ◎Fujiko Toyama, ◎Akemi Owan, Akiko Ikeda, Masaki Shinjo, Michiko Kawasaki |
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| Life-span Developmental Health Nursing | Maternal and Child Health Nursing | To provide advanced professional care for pregnant and parturient women, new-born babies, and families in hospitals / communities as a prominent specialist; to function as a coordinator of an interdisciplinary team to solve maternal problems; to provide appropriate support for productive health / rights; to evaluate and support high-risk women / pregnant women / new-born babies; to improve students’ leadership as practical specialists or their educational research competence. An advanced nursing specialist identifies problems with child health nursing in the health nursing system of each workplace; plans, implements, and evaluates quality care provision; plays a leading role in the system. The specialist also implements practicable, favorable measures concerning the evaluation of children’s development status and support techniques, and the medical environment / institution to provide care, regardless of the possibility of diseases. This field aims to develop such specialists. Life-span Developmental Health Nursing ■Full-time teachers / ◎Kazuko Maeda, ◎Kiyoko Tamashiro, Satsuki Yamashiro, Izumi Kakazu |
| Adult / Geriatric Health Nursing | This field deals with the following matters: adult health promotion; health policies; disease prevention; risk mitigation, and practice and improvement of advanced care in the acute / chronic phases; inter-disciplinary research activities; quality analysis and evaluation of the medical care system and adult patient care; improvement of nursing quality at the middle management level. To develop advanced power of execution needed for nursing specialists (in chronic nursing). Specialists in geriatric health nursing can integrate and coordinate preparation and provision of direct care plans, nursing practice and administration in a care provision team, and care evaluation. The geriatric health nursing field aims to develop such specialists and improve their research competence. To develop advanced power of execution needed for nursing specialists (in geriatric nursing). ■Full-time teachers / ◎Midori Kamizato, ◎Akemi Owan, ◎Rimiko Ishikawa, Miwako Noguchi, Yoko Nakasone, Seikichi Sakugawa |
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| Frontier of Health Nursing | New Field of Health Nursing | This field deals with solutions to new nursing problems and skills that cannot be classified into the above specific fields, or commonly seen in these fields, and research approaches to such problems, including organ transplant nursing and the role as a coordinator. The field aims to improve knowledge and skills needed for practice / educational research in remote health nursing. To develop advanced power of execution needed for nursing specialists (in cancer nursing). ■Full-time teachers / ◎Miwako Noguchi, ◎Akiko Ikeda, ◎Midori Kamizato, Yoshihide Kinjo, Mineko Okawa |
※The teachers marked with ◎ are research advisors.
Structure of the educational subjects - Doctor's Course
| Required or elective |
Subjects (credits) | ||
| Required | Core subjects | Continuing Health Nurisng Education II (2) Health Nursing and Study II (2) |
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| Required in the area |
Inter -cultural Health Nursing |
Health Nursing Administration |
Health Nurisng Administration Special Theory II (2) Health Nursing Administration Special Study II (8) |
| Community Health Nursing |
Community Health Nurisng Special Theory II (2) Community Health Nurisng Special Study II (8) Mental Helath and Psychiatric Nurisng Special Theory II (2) Mental Helath and Psychiatric Nurisng Special Study II (8) |
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| Life-span Developmental Health Nurisng |
Maternal and Child Health Nursing |
Maternal and Child Health Nurisng Special Theory II (2) Maternal and Child Health Nurisng Special Study II (8) |
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| Adult and Geriatric Health Nurisng |
Adult / Geriatric Health Nurisng Special Theory II (2) Adult / Geriatric Health Nurisng Special Study II (8) |
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| Frontier of Health Nursing |
New Field of Health Nurisng |
New Field Health Nursing Special Theory II (2) New Field Health Nursing Special Study II (8) |
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| Elective subjects | Epidemiology and Health Statistics II (2) Health Promotion / Health Education II (2) |
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Completion requirement 1: Over (16) credits should be earned to complete the doctor's course
(including the doctor's thesis).
(Breakdown: required core subjects over (2), required subjects in the area (12) ［specialized field (10),
other areas / fields (2)］, elective subjects over (2))
Completion requirement 2: In addition to 16 credits, masters in other fields than nursing should
earn over (24) credits in total, with
over (8) credits in subtotal of (2) credits by taking Special Theory Ⅰ and over (6) credits
from core and elective subjects in the master's course.
Outline of the educational research areas / fields (Doctor’s Course)
| Area | Field | Outline |
| Inter- cultural Health Nurisng |
Health Nursing Administration | From the perspective of Inter-cultural Health Nursing, based on the framework of a specific “culture”, this field explores advanced-level analysis / evaluation and countermeasures such as solutions to health problems at individual, regional, and national levels beyond borders, pursuit of new health nursing administration, inter-cultural or specific healthcare evaluation, public services and coordination, and nursing care cost and the analysis of cost effectiveness (measurement of care outcomes and quality). Students in this field broaden their horizons on the premise that health nursing practice and education evolve by being influenced by, as well as influencing, various cultures. This field also explores theories on the training of advanced-level health nursing educators and contributors to the development of nursing science. ■Full-time teachers / ◎Eiko Kadekaru, ◎Akiko Ikeda |
| Community Health Nursing | This field aims to develop senior administrators who engage in practices from a higher perspective and approach complicated study themes, educators who provide education in the master’s course, or independent researchers who develop a new science. Students in this field understand people’s mental health in the cultural framework and give advice to risk individuals and groups from an advanced academic viewpoint in accordance with the laws / policies / ordinances. This field also aims to train educators or independent researchers to develop a new science. ■Full-time teachers / ◎(Undecided), Fujiko Toyama, Akemi Owan, Masaki Shinjo |
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| Life-span Developmental Health Nursing |
Maternal and Child Health Nursing | Concerning maternal health nursing and midwifery, students in this field find tasks from the life-span developmental perspective, practice / analyze, evaluate, integrate them, and develop maternal health and nursing science in terms of practice, education and learning by creating new knowledge. Students also apply the existing study outcomes to the solution of health problems with children and families, find a new study problem, and plan / implement / evaluate solutions to it, and thus make new practical, academic, and educational contribution. ■Full-time teachers / ◎Kazuko Maeda, Kiyoko Tamashiro |
| Adult / Geriatric Health Nusing | Students in this field cooperate with other professions by actively utilizing distance education in particular, administer medial / healthcare institutions at the senior executive level, engage in educational study activities at educational institutions, practice complicated case management, and thus make advanced academic and educational contribution. Aiming at the creation of new study and knowledge suited for the age towards the improved quality of care for the aged and life, students develop methods and techniques from the nursing perspective, support actual practices, and make academic contribution through independent educational study. ■Full-time teachers / ◎Midori Kamizato, ◎Akemi Owan |
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| Frontier of HealthNurisng | New Field of Health Nursing | Students in this field collect / analyze inter-disciplinary and international information needed to solve newly emerging problems with health nursing, plan / implement / evaluate solutions, and thus improve the quality of nursing practice. Students also explore responses to people’s new health needs by finding new problems commonly seen in other fields, developing advanced approaches to solve them, and thus making educational contribution. ■Full-time teachers / ◎Miwako Noguchi, ◎Akiko Ikeda, ◎Midori Kamizato, Yoshihide Kinjo |
※ The teachers marked with ◎ are research advisors.