2024 Volume 33 Issue 3-2 Pages 137-149
〔Aims〕This study aimed to identify the process through which teachers of nursing build their competence, focusing on their experiences.
〔Methods〕The narratives of subjects with 18 years of teaching experience were analyzed, using the Trajectory Equifinality Approach（TEA）. We also noted their “crossroads” experiences and imagined how these educators used their creativity to find new dimensions.
〔Results〕At these crossroads, “clashing with students and looking back on their relationships” acted as a trigger. The teachers continued their exploration into the meaning of education while managing numerous issues, drawing on their ideas about “the students’ active careers after graduation” and “the existing situation of students who have limited life experiences” as resources. This process generated a trans-diction-based solution: that a teacher is not a one-way provider of knowledge and information. At such crossroads, they encountered conflicts between social pressures—such as differences in values among the teachers and the complexity of training facilities—and social support—such as collaboration in clinical practices and interactions with mentors in teacher training programs—while developing their competence as teachers.
〔Conclusions〕A series of analyses unveiled the image of the nursing instructor who continues to grow through mutual interaction.
