Abstract
Qualitative, inductive research was implemented from the perspective of instructors of child nursing practicum with the aim of clarifying the factors that impact the personal relationship between students and children in early child nursing practicum. Semi-structured interviews were conducted with 8 instructors teaching child nursing practicum in university nursing schools in the Kinki Region. The acquired data were analyzed for content to elicit the following 8 categories: "a child's behavior," "a parent's presence," "a student's position," "the approach toward pediatric nursing," "a medical professional's presence," "an instructor's presence," "worksite circumstances," and "anticipation of anxiety." There are factors that help and factors that hinder the relationship between students and children, and instructors believed that the presence of a parent greatly impacts whether the factors help or hinder. In addition, with the understanding that the instructor also impacts a student's relationship with a child, it is believed that while the student assumes an exaggerated manner consciousness of evaluation, they seek advice and assistance, and learn how to interact with children through modeling.
