The purpose of this study was to conceptualize the occupational experiences of nursing teachers in diploma nursing schools, and discuss their features. The following Methodology for Conceptualization of Nursing was used. Data was collected through semi-structured interviews with 22 nursing teachers who worked at diploma nursing schools.

　As a result, the following seven concepts emerged : 1) Utilizing and inheriting of experiences to attain educational goals, 2) Rationalizing educational activities by cooperating with other teachers, 3) Individualized educational activities have been done after teachers'understanding of the various elements of nursing education, as well as understanding the limitations of vocational schools, 4) Adjusting the educational contents and lowering the standards, after realizing the educational goals were too difficult to attain, 5) Being aware of weak academic base and trying to overcome it, 6) Being fulfilled and dissatisfied as level of responsibility and experiences as teachers increased, 7) Feeling difficulty in being devoted to the job as teachers were placed in an educational job as part of a staff reassignment. These findings suggest that a contradiction was caused by the fact that the teachers who have occupational experiences try to conduct education based academic study at diploma nursing schools where education is primarily aimed at upgrading nursing students'professional competence.

　The purpose of this study was to identify the attributes in nurses related to level of learning needs. and discuss needed in-service education. Three instruments were : (1) Learning Needs Assessment Tool for Hospital-based Nurses, (2)Self-evaluation Scale of Oriented Problem Solving Behavior in Nursing Practice, and (3)Questionnaire for Attributes. The reliability and validity were tested in previous research. Participants were 1315 nurses at 77 Japanese hospitals that were randomly selected. Participants returned completed instruments by mail using a pre addressed envelope. A total of 839 responses (response rate 63.8%) were received, with 750 valid responses. Data analysis was done using correlation coefficients, t-test. and ANOV A. The results identified two of nineteen variables that were related to level of learning needs. The variables were work position (F = 4.066, p = 0.018) and practical competence (r = 0.332, p = 0.000). The item scores of the Learning Needs Assessment Tool were calculated accoring to work position, and they were compared. The learning needs of head nurses were characterized by the three items on the Learning Needs Assessment Tool. The results suggest that the educational planner must offer head nurses some programs regarding the three items, because the items are essential learning subjects for duty. The item scores of the Learning Needs Assessment Tool were calculated according to practical competence, and they were compared. The result suggests that nurses with high practical competence, desired to learn about twenty items of twenty eight items on the Learning Needs Assessment Tool. This shows the necessity for an educator to consult with nurses about future goals.

　The ultimate goal of this study is the development of a communicatio-skill training model designed for the nursing profession. In short, this is an investigation on effective modes of educa tion for the logical and practical acquisition of communication skills through a serial and systematic 4-year curriculum. This time, a fact-finding survey was conducted on 102 nursing college stu dents for needs assessment and student analysis-aspects considered vital in the development process of a training model. Survey content included presence/absence of a role model, experience of good/bad consequences in personal communication, personal communication tendencies, inten tional approaches. experience of being reproved/cautioned, presence/absence of trauma, study methods found helpful, and efforts for elevating communication skills. The results clarified the nursing students' experience with and understanding of communication skills required of the nursing professional, enabling extraction of study needs and suggestions for the development of appropriate teaching materials.

　The purpose of this research was to investigate factors related to confidence in nurses transfer ring from hospital-based practice to home health care nursing practice. Data was collected through semi-structured interviews with seven novice home health care nurses who were transferring from hospital-based practice, and whose home health care nursing practice was under two years. The data was analyzed using the continual comparative method in the descriptive research.

　The following results were obtained when nurses were asked what the most important chal lenge was as a home health care nurses. 1) creating a partnership between a client and a nurse, 2) visiting a home with no assistant, 3) shifting the place and procedure from medical care in the hospital to home health care, 4) collaborating with other caregivers.

　The most important factors to confidence in the core categories in home health care nursing practice were : 1) support being received from mentors, 2) support being received from team members, 3) recognition being connected with a client and his or her family, 4) finding the key of autonomy.

　The results suggest that the continuing education program and support system is necessary for nurses transferring from hospital-based practice to home health care nursing.