@article{oai:kumadai.repo.nii.ac.jp:00034323,
 author = {一期﨑, 直美 and Ichigozaki, Naomi and 一期崎, 直美 and 一期﨑, 直美 and Ichigozaki, Naomi and 一期崎, 直美},
 journal = {先端倫理研究},
 month = {Mar},
 note = {This paper reports some of the results from an analysis that was conducted on the basis of an interview with a school nurse at a middle school. The aim was to clarify how school nurses care for children.
If we define “care” as actions matched to the unique life of a subject, then professionals who work with people need to provide such “care.” However, the work perspectives and action frameworks that are acquired as a professional can sometimes interfere with actual professional care. According to a study of nursing professionals, nurses work with patients after temporarily disengaging from the perspectives and behaviors they had acquired earlier. In addition, this disengagement entails a relationship between nurses and other healthcare professionals, including doctors, so that they can raise issues with each other.
So how is care by school nurses possible? The school nurse who was the subject of the study was working with students by temporarily disengaging from the perspectives and actions she had acquired as a teacher at a middle school. This disengagement was made following an advice by a higher-ranking faculty member in the organization. The perspectives and actions acquired by this school nurse were essentially her awareness and actions regarding the fairness and equality practiced by her toward her students.},
 pages = {5--16},
 title = {養護教諭によるケアに関する予備的考察},
 volume = {16},
 year = {2022},
 yomi = {イチゴザキ, ナオミ and イチゴザキ, ナオミ}
}