ブックタイトルThe Journal of Humanitarian Studies

概要

The Journal of Humanitarian Studies

Journal of Humanitarian Studies Vol. 4, 2015students became the main actor to maintain nursing work.When the war ended on August 15, 1945, although some students stopped studying and returned home toavoid social chaos, those who continued on the academic trajectory also continued their dormitory life,enduring food shortages by cultivating sweet potato in an open space of the hospital. Seventy-one Class Arelief nurse students entered as second-year students of the Japanese Red Cross Women’s College, aroundhalf of whom progressed to the third year and graduated in March 1948 as the first students of the School.Education of Class B relief nurse students was terminated in the same year as the war ended and the fourthstudents graduated in March 1946, while the fifth students left the Japanese Red Cross Central Hospital.As described, nurse training at the Japanese Red Cross hospital during the half-century or so since 1890was completed with graduation of seventy-first Class A relief nurse students and the fourth Class B nursestudents.4. Establishment of the Japanese Red Cross Women’s School (1946 ? 1953)Following the Second World War, Japan was occupied by the General Headquarters (hereinafter referredto as“GHQ”). The GHQ Public Health and Welfare Section selected St. Luke’s Women’s College and thetraining department of the Japanese Red Cross Hospital to establish a model nursing education school. Itevaluated both institutions as pioneering nursing schools and aimed to utilize the nursing educators of St.Luke’s Women’s College and the clinical nursing capacity and facilities of the training department.The Japanese Red Cross Society found the need to upgrade its training department to a women’s collegeto provide collaborative education with St. Luke’s Women’s College. Supervised by the Public Health andWelfare Section, an application to establish the Japanese Red Cross Women’s College (an incorporatedfoundation) was sent to the Minister of Education in June 1946 and approved the same month based onthe Vocational Training School Ordinance. Accordingly, the hospital was no longer the management bodyand the college became an independent school. Its curriculum set out a three-year course and the originaltotal annual enrollment was 120 (later changed to 40), while the entrance requirement was to graduate fromgirls’high school or have equivalent academic ability. The organization of subjects was led by Captain Alt(later to become Major) and the director of the nursing division of the Public Health and Welfare Section.Subjects related to the Red Cross, together with general education, were included, to ensure the uniquenessof the Red Cross could be secured.As the building of St. Luke’s Women’s College was confiscated by the Allied Forces, collaborativeeducation of the Tokyo Demonstration School of Nursing was provided at the Japanese Red Cross Women’sCollege. Taiichi Hara (Vice President of the Japanese Red Cross Society and President of the Japanese RedCross Women’s College) was appointed as President of the School. Faculty members included Carlsonand another five teachers sent as nursing consultants from the nursing division of GHQ; Maki Yumasu,Director of Education Affairs and another six nursing staff from St. Luke’s Women’s College; and NatsueInoue and other five nursing staff from the Japanese Red Cross Women’s College. These nurses from Japanand the United States jointly experimented in education and under the new system. The opening ceremonyof the school was carried out on June 1, 1946.Teachers from St. Luke’s Women’s College and GHQ, including an interpreter who taught the classeswhile faculty members and the chief nurse of the hospital of the Japanese Red Cross started their teaching,had no teaching experience, hence new bedding and nursing materials were contributed by GHQ. Thenumber of weeks for practical riding exceeded the system regulations, although the number of nurses inthe Japanese Red Cross Society Central Hospital was actually extremely small and one pre-war customdefined the practice of students as exactly that - nursing work. Accordingly, students were tasked withnursing work and asked to focus on the practice of public health nursing. The graduates played leadingroles in nursing practice and education in various places in Japan.Teachers from GHQ left the Demonstration School one after the other by 1950. When the school buildings98人道研究ジャーナルVol. 4, 2015