The following facts have found by research on "pajamas changing skills" achieved by effective repeated practice and self-training.

1) The fourth practice brings the best results. Up to the third practice substantial progress is achieved, but from the fifth practice on, progress is marginal and limited.

2) The following seven skills are relatively easily achieved by self-training:

(1)Explain the importance.

(2)Order of dressing undressing.

(3)Do not lie on the left side of the body.

(4)Manipulation of the drip bottle.

(5)Balance between efficiency and privacy.

(6)Secure and comfortable dressing.

(7)Wearing pajamas neatly.

　The following six items relatively hard to achieve by self-training:

(1)Safety of dropping region.

(2)Prevention of shaking.

(3)Secure drip action.

(4)Prevention of wrinkles.

(5)Relieving patient's pain.

(6)Providing a safe environment.

3) Skills items in the 0.4 UL index or more achieve the expected standard by the fourth self training session, but skill items in the 0.2 UL index or less, which hardly stimulate self-eval uating capacity, do not achieve the expected standard even by the fifth repetition, indicating the limitations of self-training.

　Students who are the recipients of teachers' instruction, can provide many suggestions for better teaching by clinical instructors. The purpose of this study was to identify the most effective attitude and behavior of clinical instructors for learning by students. "The student evaluation of effectiveness of surgical nursing teaching by clinical instructor"was perfor med by 202 senior class students of Chiba University School of Nursing, and the results were analyzed.

　The findings were as follows:

1)The essential ・features of effective clinical instruction were:

①Recognition of the independence and worth of students

②Understanding of the students' viewpoint and provision of positive stimulating material

③Provision of support and encouragement to students

④Provision of good nurse role model

⑤Provision of support to students use of problem-solving techniques.

2)Promotion of the relationship between student and patient was effective for students learning

3)Utilization of the clinical instructor's experience influenced learning by students.