Search results

In order to be able to use the aroma hand massage as a skill that can be done by a nurse who does not have a special aromatherapy technique, we examine anti-stress effects of simplified aroma hand massage for healthy subjects. We evaluated the anti-stress action of aroma hand massage and the different components of the procedure in 20 healthy women in their twenties. We used autonomic nervous function measured via electrocardiogram as an index of stress. After conducting a baseline electrocardiogram, we induced stress in the participants by asking them to spend 30 minutes completing Kraepelin's arithmetic test. We then administered various treatments and examined the anti-stress effects. Kraepelin's test significantly increased sympathetic nervous function and significantly reduced parasympathetic nervous function. Compared with massage without essential oil or aroma inhalation, aroma hand massage significantly increased parasympathetic nervous function and significantly decreased sympathetic nervous function. The effect of the aroma hand massage persisted when the procedure was simplified. The anti-stress action of the aroma hand massage indicates that it might have beneficial application as a nursing technique. There are several limitations in this study; ambiguities of low component/high component ratio of heart rate variability and bias by small subjects groups of the same women.

While Lesson Studies are usually defined as “teacher-led” collaborative research for the purpose of improving teaching, one Japanese junior high school has conducted “student-led” Lesson Studies (SLS) for the past 20 years. The purpose of this paper is to clarify how this school involves students in the Lesson Study process to identify the importance of learners’ perspectives and create the best learning environment.

Using the case study method, the researcher observed the lesson study process, research lessons and pre-lesson and post-lesson discussions with teachers and students at the case school, as well as examining the school’s annual reports. One-on-one interviews were held with the principal and teachers at the case school. A group interview was conducted with 18 students (8th grade), and additional interviews were held with four students and a Homeroom Teacher. All interviews were recorded and analyzed based on self-regulated learning theory.

In SLS, students observe the learning activities in other classes and compare them with their own learning activities. Thus, they come to view their in-class learning process in a metacognitive way and can collaborate with teachers to reflect on their learning process and to create a more effective learning environment.

While previous studies on Lesson Study have consisted of artificial/experimental one-time practices involving acute researcher-led interventions, this paper uniquely investigates genuine, daily practices that teachers and students developed on their own. This research is of considerable interest as it goes beyond traditional studies in Japan.