The purpose of this study was to clarify the characteristics of the stressors and the psychological stress responses of nursing students by comparing them with health sciences and medical technology students. The participants included 983 nursing, health sciences, and medical technology students enrolled in the School of Science at “A” University.

A questionnaire method was used which incorporated both the sources of stress questionnaire and the Psychological Stress Response Scale （PSRS）. The results after analyzing the 817 responses are as follows：“Relationships with the teacher” and “relationships with the clinical practice tutor” were all cited among the highest ranked items for the stressors of nursing students.

In the characteristics of PSRS, their emotional responses and cognitive-behavioral responses were higher than health sciences students. As for the subscales designed to measure their emotional responses: “anxiety” was higher than medical technology students, and “depressive” was higher than health sciences students. Moreover the subscales designed to measure their cognitive-behavioral responses: “unrealistic wishes” were higher than medical technology students, and “withdrawal” was higher than health sciences students. Furthermore, it was suggested that the school year of which PSRS arrives at peak has difference depending on the department.

Stress reactions exhibited by nursing students during clinical training were investigated using psychological and physiological indicators to ascertain the relationship between stress reactions and students' interpersonal skills, and to assess the levels of stress reactions before and after nursing assistance under different kinds of nursing situations. Compared to before nursing assistance, fingertip skin temperature increased after nursing assistance, while POMS（Profile of Mood States）tension-anxiety scores decreased. No marked differences were seen in stress reactions between two nursing situations of vital sign measurement and patient communication. A moderate inverse relationship existed between differences in fingertip skin temperature before and after nursing assistance and POMS tension-anxiety score, confirming an association between psychological and physiological stress reactions while providing nursing assistance. Furthermore, a moderate inverse relationship existed between POMS tension-anxiety score before nursing assistance and EQS（Emotional Quotient Scale）distress empathy and emotion detection, clarifying the association between stress reactions and interpersonal skills.

The purpose of this study was to clarify the matters of interest of nursing students by performing the content analysis of the reports after the clinical training experience of the adult （chronic） nursing. Data used for the analysis was description of the reports submitted by 139 students of third school years. The matters of interest were analyzed on the context and the meaning of the description of the reports, and titles were extracted. Those titles were grouped based on the similarity of the meaning of contents, and categories were attached to express an essential meaning. Forty titles were extracted as the matters of interest, and they were classified into 12 categories. As the common characteristics among these 12 categories were examined, three aspects were suggested such as ［Interest to the self］, ［Interest to the patient］, ［Interest to methods / conception］. When analyzing three aspects, it was clarified that some students’ interest was concentrated into ［Interest to the self］, ［Interest to methods / conception］rather than ［Interest to the patient］. In addition, some matters of interest within ［Interest to the patient］ showed wrong interpretation by students. These results of intervention suggested that it is an important role for educators in the clinical training to help “giving a deep significance to the experience” educationally.