The significance of the conference for patients and families （henceforth the persons concerned） is that it can support participation and tackle health issues holistically.

This research was analyzed with qualitative and inductive research methodology utilising extracted descriptions from information documented by the students who had planned and managed the conference, before and after the conference was held.

Students gained knowledge and experience in areas from planning and managing the conference: how to make an environment where the persons concerned can express their will；the students’ readiness improved such as in obtaining knowledge for responding to patients’ needs, by integrating information in order to understand the patients and planning the conference well; and the students improved interview sophistication as nursing professionals.

Even though they were inexperienced in planning and managing such a conference, the significance of the conference for the students in the nursing practicum was a deeper understanding of the persons concerned than before this experience. Also the students came to understand that the participation of the persons concerned is the most important element in the conference.

In addition, the learning effectiveness of the nursing process is improved.

The purpose of this study was to clarify the current situation of intramural practices to educate fundamentals of nursing art and approaches to develop capability for practicing the nursing art at nursing universities or colleges. To obtain the data, a questionnaire without signature containing self-registering questions was administered to one faculty member from each university or college, who was in charge of fundamentals of nursing art. Regarding the items of nursing art presented in the questionnaire, the survey covered length of practice time, practice experiences in a training room, and goal attainment, and so on. As a result, the item of “Health assessment” showed the longest average practice time with 673 minutes. Moreover, as goal attainment, most respondents answered that they chose “A part of nursing art can be applied and conducted according to each case’s individualities and its current situation”. It was thought that a discrepancy between the attainment goal and the learning experiences in a training room occurred because depending on the items, there were discrepancies of complexity in procedures for practicing and of learning quantity and gaps between learning experiences and practices on the clinical site. Therefore, in the future, it will be necessary to select carefully an appropriate educational method to enable students to master the nursing art under the limited conditions.

The aim of the present study was to clarify the practical nursing abilities that senior critical care nurses expect of newly graduated novice nurses during the first three months of employment. In this study, practical nursing abilities were categorized into the following four areas：“nursing skills”, “nursing observation”, “ability to unify important contents”, and “attitude as a nurse”.

For the measurement of practical nursing abilities, 304 senior nurses’ expectations were examined using paper-based questionnaires in order to elucidate the skills that belonged to the four areas of practical nursing abilities.

Collected data were subjected to exploratory factor analysis, which clarified the structure of the senior nurses’ expectations for skills comprising each of the four areas. Subsequently, mean scores were calculated for each factor in order to determine senior nurses’ expectations. In addition, the relationships between nursing skills and all remaining factors were analyzed.

The following results were obtained：（1）the expectation structure of senior nurses showed high validity, and senior nurses expected fundamental skills rather than extensive critical care skills, （2）the senior nurses’ expectations of “nursing skills”were significantly correlated with all factors in “nursing observation” area and the ［ability to provide necessary critical care］ and ［ability to apply nursing process］ factors of “ability to unify important contents” area.

The purpose of this study was to investigate situations concerning violence from patients experienced by nursing students at nursing practicum, and thereby obtain basic data needed to provide educational support in such situations. Subjects were students in their last year of nursing schools in A Prefecture. A questionnaire was prepared inquiring, whether they have had experience of violence, the field of their practicum, and their feelings towards such violence. This was given out to 712 students and resulted in 593 effective responses.

Results: 352 students （59.4%） had experience of violence, and felt disgust at 55.1% of the students. The violence consisted of, psychological violence 670 cases （44.7%）, sexual harassment/violence 645 cases （43.1%）, and physical violence 183 cases （12.2%）. Violence was experienced in all fields of nursing: 29.9% in psychiatric nursing, 28.7% in adult nursing, 22.0% in gerontological nursing. More cases of sexual harassment/violence were seen in the psychiatric nursing field, while more cases of psychological violence were observed in adult nursing, gerontological nursing and fundamental nursing. In pediatric nursing and in home/community nursing, there were more cases of physical violence.

　The purpose of this study was to explore the perceptions of good nursing education strategies among nursing faculty in the United States. A convenient sample of 10 nursing faculty members in the U.S. was interviewed. The interviews were audio-taped and transcribed by the investigator. Words, phrases and sentences which similarly described specific aspects of nursing education were categorized.

　The following results were obtained. The nursing faculty considered ‘creating relationships between students and teachers’, ‘making the students excited’, ‘facilitating understanding by using samples’,‘understanding personal learning needs’, ‘role-modeling’, ‘involving students in the learning process’,‘applying new contents to prior experiences’ and ‘facilitating thinking’ to be effective instructional strategies. The faculty described ‘getting the bachelor’s degree’, ‘being a nurse’ and ‘preparing for future careers’ as educational goals. These findings corresponded to the student-centered learning approach because the student-centered environment facilitated the critical thinking skills which were emphasized as one of the abilities of the nurse, and it created a commitment to lifelong learning by increasing the students’ internal motivation to learn. Therefore, the faculty could help the nursing students to achieve the goals through student-centered learning.

　In conclusion, the perceptions of good nursing strategies among the nursing faculty corresponded to student-centered instruction.