The purpose of this research was to develop a self-evaluation scale on learning activities in nursing clinical practicum for nursing students, which had well-established reliability, validity, and fitness for a substantive area. Forty-nine items were made based on 7 concepts. These 7 concepts were found through a qualitative research and they described the learning activities of nursing students in nursing clinical practicum. The 49 items were grouped into seven subscales corresponding to the 7 concepts. Content validity of the scale was established by a panel of experts and a pilot study. The scale with 49 items was field tested with the total of 1,633 nursing students who experienced nursing clinical practicum. Item analyses were conducted, and the original 49 items were reduced to 35. The scale with 35 items was named the Scale of Learning Activities in Nursing Clinical Practicum. The alpha reliability coefficient of the scale was 0.93. The result of a factor analysis showed that the construct validity of the scale was established approximately.

The purpose of this study was the investigation of preparation and training for avoiding exposure to hazards in the basic curriculum of nursing education in Japan. We asked a total of 582 schools, including universities, junior colleges and vocational schools, by mail, and we received 217 replies. We asked the schools about the classes they had about hazards and safe handling, the subjects, and the reasons for not offering such classes if they did not. The hazards numbered 10 in all: “infection”, “radioactive rays”, “latex”, “disinfectant ultraviolet rays”, “anesthetic gas”, “EOG”, “disinfectants”, “anticancer drugs”, “lumbago”, and “VDT”. As a result, we found that more than 90% of the schools had classes about “infection”. More than 80% had classes about “radioactive rays” and “lumbago”. Fewer than 50% of the schools had classes about “disinfectant ultraviolet rays”, “latex”, “VDT” or “EOG”. The main reasons for this were “no time for such classes”,and “insufficient knowledge about occupational hazards”. We learned in the investigation that some teachers had little knowledge about hazards. Therefore, they must be taught about preparation and training for avoiding exposure to occupational hazards in order to help avoid future on-the-job injuries to the nursing students for whose education they are responsible.

　This paper aimed to structure the experiences of emergency patients based on their honest “thoughts” during emergency treatment. Semi-structured interviews were conducted with 15 cardiovascular patients who had undergone emergency treatment upon stabilization of overall condition.

　Patient experiences comprised the following categories ：“entrusting the doctor with one’s life”; “sensation of not being oneself”; “shock of reality”; and “desire for information on envisioning the future”. In addition, “attempt to survive and make sense of the experience” was identified as a related core category. While experiencing marked symptoms and instability during specialized support, patients attempted to live on their own terms and evaluated the situation by focusing on survival as well as the circumstances.

　Therefore, acquisition of the ability to accurately recognize and understand these feelings among patients, particularly communication skills based on the understanding of patients in critical condition during emergency treatment, is of utmost importance in emergency nursing. The present findings indicate the advancement to understanding of patient during emergency treatment.

　For the purpose of examining the relaxation effects of a Progressive Muscle Relaxation Method following a stressful trigger event, salivary cortisol levels were measured in two groups of subjects: a control group resting after being stressed （resting group）, and an experimental group receiving the Progressive Relaxation Method （relaxation group）. In addition, the Two Dimensional Mood Scale was used as a subjective measure. Subjects were 10 healthy females, divided evenly into the resting and relaxation groups. The measurements were conducted with both groups simultaneously.

　Results showed that while the salivary cortisol levels of the relaxation group were significantly lower immediately after the experimental intervention as well as 10 minutes later compared to those immediately after the trigger, the salivary cortisol levels of the resting group were significantly lower only immediately after the rest period intervention. Results of the subjective mood evaluation showed that, compared to the resting group, the tense arousal levels of the experimental relaxation intervention group were significantly lower and their levels of hedonic tone were significantly higher immediately following intervention.

　This study generated preliminary findings for the development of a specific educational intervention aimed at enhancing the self-regulatory abilities of nursing students. The progressive muscle relaxation method may be an effective means to help relieve stress for nursing students.

　The purpose of this study was to analyze the career designs of graduating nursing students. Data was gathered from 59 students. Each drew a career map about their future plans. In order to discover career design patterns, the maps were analyzed in reference to four criteria: career change, career continuation, career-advancement, and the compatibility of career and private life.

　Based on the career design patterns, six career design types were found: The “early resignee” type included patterns such as prioritizing private life and choosing to be a limited nurse. The “career-advancement priority” type included patterns such as changing jobs within nursing and carefully planning career-advancement. The “undecided about career-advancement” type included patterns such as choosing or not choosing career-advancement and suspending a career temporarily. The “career and private life compatible” type included patterns such as adjusting work load or schedule to accommodate private life and not choosing career-advancement. The “delayed career change” type included patterns such as changing from nursing to other careers and stopping and starting nursing multiple times. The “undecided” type included patterns such as being undecided about career choice and about the duration of a nursing career.

　This study suggests the necessity of career management and career anchor education during basic nursing education.