Objective : To review clinical practicum through the recollection of preceptor's own experience as a nursing student and to discuss the nursing preceptor's attitude.

Participants and methods : At the start of an eight week nursing preceptor's workshop organized by Dept. of Medical Service, F Prefecture in collaboration with F Medical Society, the author asked 72 nursing preceptors who had been out of school for 14 years on average, to submit a report on their own experience of clinical practicum.

Results: 1) Most nursing preceptors recalled their practicum as "painful" rather than "delightful" experience. These painful feelings were associated with severe human relationship with their preceptors and nursing records. Their delightful experiences were concerned with human relationship with their patients. 2) Most preceptors demanded their students to have "positive attitudes or behaviors" and "willingness for achievement".

Conclusion : 1) It is suggested that the long term's goal of clinical practicum is to develop one's own nursing views and learn ways to interact with clients through past experience, where practical knowledge can be cultivated. This coincides with Benner's view of "know-how".

2) In spite of their own "painful" experience, the instructors repeated to have an excessive demand on their students, and it suggests the existence of the preceptor's psychological distance with students, and a lack of confidence on their own leadership skills.

The aim of this study is to comprehend the nursing students'images of patients by drawing and explanation. We also attempted to confirm the utility of students'images by both drawing and explana tion for the education of students. We examined nine college students'image of patients before and after primary clinical nursing practicum by drawing and explanation. The students illustrated not only patients themselves but also other things such as plants, birds, and glass as the image of patients. The explanations of their illustrations revealed that their images were different although they illustrated similar things. We also found that their images were different from their illustrations although they expressed similar feelings. Accordingly, the pattern of drawing and explanation was not well matched.

These findings indicated that the educational process mediated by both drawing and explanation may also provide much deeper understanding of students'feeling to teachers.

This study was conducted to evaluate the educational effects of virtual experience of pregnancy at the university and actual clinical practice with outpatients at the maternity clinic focusing on the differences in students' understanding of pregnant women after these experiences. An approach based on Benner's phenomenological theony was employed to analyze the students'learning.

The students understood after the clinical practice that pregnant women gradually adapted to their physical changes to become independent during pregnancy. They also found that psychological and physiological sufferings differed depending on patients'backgrounds, situations, and ability to cope with problems.

Although the students positively tried to understand pregnant women via the virtual experience, their understanding was only external , that is, "noncontextual". On the contrary, after the clinical practice, the students understood patients individually according to the situation, and thus their understanding was "contextual".

The purpose of this study was to explore the content of patient teaching that students learned about insulin injection self-care method in simulation study. Samples were 85 students of the second-year class in Nursing College, Wakayama Medical University. This study analyzed these reports written by students. The content that students wrote were classified into three categories. These categories named <teaching knowledge about diabetes>, < self-care method of insulin injection>, and< assist to mental health>. Findings indicated that the content of reports written by students were composed of three primary factors that were "knowledge", "art" and "assist". This education program connected lecture and role-playing suggested their factors about insulin injection self-care.