The aim of this study was to develop chief teachers’ leadership scale to clarify the relationship between chief teachers’ leadership and general teachers’ morale in nursing schools. The surveys were conducted in thirty nursing schools in Kanto and Tokai areas, from February to March in 2003. The results were as follows：

１．Thirty four（100%）chief teachers and 241（98.8%）general teachers responded this questionnaire. The mean age was 52.3 ± 4.9 years for chief teachers and 40.7 ± 6.1 years for general teachers.

２．“Chief Teachers’ Leadership Scale”（CTLS） were undertaken by factor analysis.

　　Two subscales were involved in “Chief Teachers’ Operational Scale” （CTOS） with 7 items and “Chief Teachers’ Interpersonal-relationship Scale” （CTIS） with 3 items. Their reliability and validity were high.

３．Chief teachers’ leadership was divided into 4 types by using PM method. Regarding type of chief teachers’ leadership, general teachers whose chief teachers were type 1 and 2 had higher morale scores than others whose chief teachers were type 3 and 4.

４．Chief teachers who graduated from college had higher scores of CTLS and morale than others who graduated from high schools.

５．CTLS were significantly correlated to general teacher’s morale and also significantly influenced it compared with the other variables using multiple-regression analysis.

　The results suggested that the chief teachers’ leadership in nursing schools could influence general teacher’s morale using PM method.

　Nursing students in recent years have only slight experience of contact with children and therefore do not accurately understand their growth/development and living situations. When images of subjects are inadequate, the students’ understanding and memory of knowledge are not promoted, and learning effects can’t be obtained.

　Therefore, we produced character cases with animation character motifs, as advance organizer and analogy, gave lectures, associating them with basic knowledge. As a result, this strategy enhanced imaging of children, and had good effects on subsequent learning.

With the aim of ascertaining the real conditions regarding education concerning nursing records, we conducted research on textbooks and utilized a questionnaire survey given to nursing teachers. Thirty-seven textbooks for the training of registered nurses and six for the training of licensed practical nurses were reviewed. The analysis revealed that nursing records were addressed mainly in basic nursing and often placed in “nursing process.” The definition, components, and categorization of nursing records varied. A questionnaire on the teaching of nursing records was answered by 2,604 full-time teachers in schools of nursing for registered nurse and 136 full-time teachers at training schools for practical nurse across the nation. The survey results showed that classes on basic nursing （including management） or basic nursing techniques often addressed nursing records, usually dealing with its purposes, significance, recording methods, and points to keep in mind, but rarely covering legal regulations or the operation/management of nursing records. Practical training did not include actual recording practice and records were accessed by permission. These findings revealed the diversity of the definition of nursing records and educational content as well as restrictions in hands-on training. The study showed the necessity of the careful selection of basic learning content, harmonization with guidelines used in clinical settings, and educational improvement including practical training that conforms to nursing practices.

The purpose of this study was to identify the educational needs for clinical nursing research among advanced nurses practicing at clinical settings. Subjects were 180 certified expert nurses, 164 certified nurse specialists, and 125 nurses who are in charge of staff development at hospitals. The questionnaire survey was conducted via mail to identify their self-evaluation of their achieved level in the knowledge and skills of clinical nursing research methods, the frequency of teaching the knowledge and skills, and barriers in clinical research implementation. Certified expert nurses and nurses who are in charge of staff development at hospitals both reported their insufficient knowledge and skills regarding clinical nursing research methods. On the other hand, certified nurse specialists reported barriers in their work structures or systems in research implementation. Most of the subjects indicated low achievement levels of knowledge and skills regarding clinical nursing research methods, even though they recognized the importance of them and that they have to conduct clinical nursing research as one of their work assignments. Therefore, the findings indicated that nurses practicing at clinical settings had strong educational needs for clinical nursing research methods, although there was a slight difference about the educational needs based on their academic or career background. The literacy of clinical nursing research methods should be enhanced at clinical settings not only at academic settings in the future.