This study aimed to examine what communication education should be in view of the perceptions and realities of mobile phone e-mail use among nursing students. Questionnaires were completed by 1,270 nursing students from eight nursing schools consisting of different educational groups in A Prefecture. Using factor analysis, we identified the following six factors：“mental effects based on the contents,” “carefree development of closer ties with friends,” “anticipation of an increase in one’s personal relationships,” “the feeling that emotions are controlled better,” and “restriction by being called at any time.” A sixth factor, “daily dependence on the mobile phone,” was also identified.

Scores for “mental effects based on the contents of the e-mail” and “anticipation of an increase in one’s personal relationships” were significantly higher among high school students. The frequency of mobile phone e-mail use with family members living together and friends using only the e-mail function on the mobile phone was highest among this group. Scores for “daily dependence on the mobile phone” were highest among college students. This finding suggested that there were numbers of registered addresses for college students, but there was a smaller number of transmissions and receptions and less average phone use per month.

　The aim of this study was to identify the effectiveness of Role-lettering（RL）as an experimental learning strategy for caring through the qualitative investigation of the behavior transformation process. This was achieved by getting students to reflect and describe their patient-student interaction during the clinical placement using the RL method. The result was then qualitatively validated using the Reflective cycle model and 5 processes of the Middle-range theory of caring.

　The results showed that RL facilitated students’ understanding of their patients, leading them to reflect on their own practice, and to deepen their self-insight. This result agrees with the description, analysis and evaluation of the Reflective cycle model and the descriptions of RL fit into all 5 processes of the Middle-range theory of caring whose validity has been established. This transformation of nursing behavior to one which is based on the concept of caring suggests that RL is an effective experiential learning strategy for caring practices.

　This study aimed to examine the learning motivation in students admitted to nursing school by recommendation who were assigned study material prior to starting school. Thirty-nine students admitted to “A” Nursing School by recommendation were asked to write a book report on readings assigned as college-preparation material. We analyzed the book reports using B. Berelson’s method for content analysis.

　We summarized the results of the analyses into the following 5 categories of learning motivation : a desire “to know and investigate the essentials of nursing”, “to learn the ideal role and function of a nurse”, “to learn about growth development during infancy and child-rearing”, “to find a learning environment for self-growth”, and “to explore the meaning and essence of care”. These findings suggest that the college-preparation assignments function effectively to：1） reinforce existing motivation for learning；2） arouse new learning motivation；and 3） promote self-growth.

Purpose

　The purpose of this study was to examine the effects of the unique teaching methods which watch the multiple patterns of wrapping the cuff.

Methods

　The objects were 24 student nurses. They were divided into group A and B, and both groups took the lecture and seminor in each program. We made a video material for the group A, which was based on skills of experienced nurses. It enabled for the group A to watch the multiple patterns of wrapping the cuff. And then, we took picture of the motions of wrapping the cuff practiced by 24 student nurses in digital video camera.

Results and Discussion

　There was no difference between two groups in accuracy of the position of the cuff. But the group A took significantly shorter time in motien compared to group B. In addition, many students of the group A were able to wrap the cuff at the first attempt without leaving their hands from the cuff.

　The unique video materials enabled for the students to learn multiple patterns of wrapping the cuff. Therefore, the group A could have a variety of patterns to imitate. It was suggested that the group A could learn the wrapping motion of the cuff in a shorter period of time than the group B.

The aim of this study was to understand the current knowledge and needs of novice nurses with regard ethics in the clinic, and the corresponding educational needs, in order to investigate how best to provide nursing ethics education. A questionnaire was distributed and a preliminary survey was carried out. Next, semistructured interviews were conducted with respondents who gave their consent. Of the 13 novice nurses who responded, 12 said that they had experienced an ethical dilemma, while 1 had not. However, of the 12 who said they had experienced an ethical dilemma, the situations described by 6 of them as an ethical dilemma included no conflict with ethical principles. The dilemmas experienced by the remaining 6 respondents were six cases of “autonomy and beneficence” and one case of “fidelity and beneficence.” All respondents dealt with the situations individually, without organizational support. In terms of the struggle of knowledge in the educational content and its necessity, a need for nearly all educational content was felt although some variation was seen between individual items. The findings suggest that in nursing ethics education repetition of the same content helps students to gain a deeper understanding of what is being taught.