The purpose of this study was to identify the difficulty that nursing students feel in their group work, and investigate an educational strategy leading to more efficient group work by clarifying the correlation between difficulty and satisfaction of students in terms of teacher's role, nature of assignment and group size. This research was based on a questionnaire conducted on subjects consisting of 452 sophomores at nursing colleges. The result showed that the more difficulty they had in their group work, the less satisfaction they felt. They felt significantly dissatisfied about a) utterance of their opinions, b) talk about their opinions, c) cooperation among members, d) clari fication of the purpose. It was suggested that teachers must keep the above factors in mind when conducting a group work type of instruction. On the other hand, when teachers play an active role intervening in their work positively or monitoring the process of their work regularly, students had less difficulty in interaction among members, and more satisfaction when the work was over. Regarding the theme or topic of the assignment, when it was highly abstract, such as "View of Nursing", they had more difficulty and less satisfaction. The most appropriate group size was 7 -8 members. These results lead to a conclusion that teachers need to play an active role helping stu dents understand the purpose and cooperate with other group members.

　The purpose of this study was to describe the experience of new graduate nurses. Inductive approach was chosen for the research design, and six subjects were interviewed using a semi structured interview guide. A constant comparison method was used to emerging categories and themes.

　The results help us understand some new graduate nurses'experience. The core category that emerged from the data was "Search for the meaning of being as a nurse". It was a process of examining themselves for new graduate nurses who intend for nursing professionals. It consisted of four phases : "Crisis of being as a nurse" ; "Support from others such as colleagues and patients" ; "Accepted as a nursing professional", "Forward planning as a nurse". The new gradu ated nurses were experiencing "Crisis of being as a nurse" at the beginning of the first year. This was caused from the lack of self-confidence and the lower self-esteem by the reality shock. Then, by learning the know-how of working together with an increase in the experience, they felt that they got into "admitted into the brotherhood of nurses". It was a key to this stage whether or not to obtain "Support from others such as colleagues and patients". Finally, at the end of the first year, they found the meaning of their own existence in nursing professional environment.

　The purpose of this study was to investigate whether or not the simulated drug rnisadrninistra tion to educate student nurses regarding medical accidents, incorporates all required elements as appropriate and effective educational material. The investigation was conducted by categorizing the risks of simulated cases and then comparing them with actual accident factors as reported in the literature on medical accidents based upon these same categories. As a result of this catego rization. there were two distinct kinds of violation-of-rule factors discovered : those at the time of drug administration, and those at the time of requesting the drug administration. Factors of human errors were categorized into the people concerned. the objects of the errors (the drugs, the patients, etc.), the psychological backgrounds (the kinds and psychological factors of the errors) and communication problems. Referring to the literature. it was found that there are many other factors that could be incorporated into the simulation. It was also found that educa tionally necessary and fundamental kinds of risks had been appropriately selected and incorporat ed into the simulation along with those factors. Furthermore, because these matters deal with communication and psychological factors, we can conclude that this simulation satisfies the criteria of educational materials and is an appropriate simulation for academic study and clinical training for nurses.

　The purpose of this study was to clarify the structure of nurse-patient interactions in situations where patients feel anxious or threatened. The participants in this study were eight patients and eight nurses during orientation for diagnostic/therapeutic cardiac catheterization. The data were collected through participant observation and semi-structured interviews.

　The results showed two categories of expressions for nurses, "ascertain patient awareness of catheterization" and "prepare patient for awareness of catheterization", and three categories of expressions for patients, "relay thoughts and situations to nurses", "seek recognition and organize thoughts and situations", and "share awareness with nurses". Furthermore, there were four pat terns of nurse-patient interactions: "active nurse/active patient", "passive nurse/passive patient", "active nurse/passive patient" and "passive nurse/active patient".

　These findings suggest that in situations where patients may feel anxious or threatened, it is necessary to utilize orientation as not only an opportunity for explanation and guidance, but also as an opportunity for nurses to interview patients so that they can assist the patients to organize their thoughts in preparation for catheterization.

　Among nursing skills learned in college, the cultivation of supportive interpersonal relationships is important. We performed a survey and analysis to clarify factors constituting the sympathetic attitudes of nursing students and evaluate changes in these attitudes with the progress of learn ing. The subjects were 2nd year students in our nursing department. As a result. "sympathetic" attitude consisted of the following 3 factors: "put myself in another's place". "read another's atti tudes/expressions", and "imagine another's feelings". The 3 factors were significantly associated with the progress of learning (before classes. after classes, and after nursing practice). "Put myself in another's place" before classes slightly increased after nursing practice, while "read another's attitudes/expressions" before classes decreased after nursing practice. "Imagine anoth er's feelings" before classes rapidly decreased after nursing practice. The subjects were classified according to the score on the sympathetic attitude scale into 3 groups with high/middle/low scores respectively, and the association between the score and the progress of learning was evalu ated. In the low score group, the mean score for each factor rapidly increased with the progress of learning. In the high score group, the mean score for each factor decreased. These results suggest the influences of learning methods and nursing practice with the progress of learning on sympa thetic attitudes. In particular, in students with a lower score before classes, seminars within the college and nursing practice are more useful educational methods for the acquisition of sympathet ic attitudes.

　This study attempted to elucidate nurses'realization of the mutual self-disclosure between patient and nurse (nurses'self-disclosure with patients, and patients'self-disclosure with nurses). Thirty nurses participated in the half-composition-interview. The nurses had little realization about self-disclosure, and their attitude to self-disclosure was passive ; they were open only when asked by patients, and disclosure was superficial. On the other hand, patients'self-disclosure was varied and deep, and nurses listened attentively, since they realized that it might promote rela tionships with the patient. Additionally, the factors which promote and control self-disclosure became clear. It was found that caring must be given due consideration. It is now necessary to further investigate patients'realization and to confirm the results. Moreover, training for nurses is needed to enhance their awareness and realization of self-disclosure and to promote mutual self disclosure.