Clinical teachers teaching nursing play important roles for attaining the goal of clinical practicum. However, their roles may not be clear, and their burdens and difficulties are becoming problems.　We report the results obtained when we organized the roles of clinical teachers from the view of faculty. The focus group interview method was used to collect data. Eight faculties （4 of the baccalaureate nursing program and 4 of the diploma nursing program） were divided into 2 groups and each member of the group was interviewed. After obtaining participant’s consent, the interview was recorded using an IC recorder. Transcripted data from the interviews were analyzed qualitatively and inductively. Clinical teachers were found to have 31 roles, which were classified into six categories, including “preparation for clinical teaching”, “coordination of environment for clinical practicum”, “support for clinical practice of students”, “support of students’ motivation to learn”, “cooperation with staff nurse”, and “cooperation with faculty”. Eight roles of clinical teachers, which have not been listed in 56 items from relevant literature, were also identified. Furthermore, unique roles of each faculty of the baccalaureate nursing and diploma nursing programs were elucidated. It was suggested that clinical teachers are excepted to have a role in clinical practicum.

　The purpose of this study was to identify the needs and clarify an ideal program of providing support for foreign students in the field of basic nursing education. From 1997“The Vietnamese Nurse Training Support Program”has been implemented in Japan. Although this program has continued for the past 12 years, a formal support program for foreign nursing students has not yet been established. For this research study, questionnaires were sent to 38 Vietnamese nurses who had studied in Japan, who acquired the national qualification as nurse, and who are working in Japan, and 23 teachers of the nursing colleges or universities which accepted Vietnamese students. Contents of the questions were the difficulties that both the students and the teachers encountered and the support given to the Vietnamese students. To obtain the data, anonymous questionnaires were distributed, and the results were analyzed with qualitative and inductive research methodology.

　The results after analyzing the responses from 16 Vietnamese nurses and 12 teachers are as follows: The type of learning support that the Vietnamese nurses identified as needed were language support for both technical terms and the specialized basic subject matter. Help with the formation of human relations during training in the hospitals and formulating the training record were also identified. It was found that the teachers, in particular the student’s advisor, had a big responsibility and burden in supporting the students.

　It is necessary to carefully support the students during the first year after entrance to the school, and also after the start of training at the hospital. In addition, it is important that the whole organization is proactively involved in planning the program and supporting the students. For supporting the foreign nursing students, promotion for the improvement of language skills and understanding and adaptation of the Japanese culture are necessary.

〔Purpose〕The purpose of this study is to describe the characteristics of the concept, ‘educator’ whose role is to engage in continuing nursing education in medical facilities, and to build evidence for competency development of the ‘educator’.

〔Method〕Analysis of 30 articles and three books were performed using the Rodger’s systematic concept-analysis method.

〔Result〕Extracted were nine categories characterizing the attributes of concept of educator： （1） meets the requirements；（2） has the appropriate qualifications；（3） acquired the required knowledge and skills；（4） provides educational program to nurses； （5） has the responsibility to provide appropriate and efficient educating；（6） enacts the educational role；（7） enacts the administrative role； （8） endeavors to improve one’s competence and （9） has the levels of competence improvement.

〔Discussion and Conclusion〕Educators who engage in continuing nursing education in health facilities embody the overall concept made up four levels：（1） changing from a nurse to educator； （2） the current level of one’s competence；（3） operationalizing educative actions and （4） competency development which supports operationalizing educative actions, and the changing process as the steps of competency development.