This study examines how clinical practice instructors at three-year nursing schools change their perspectives and methods on instruction as they obtain experiences. Four instructors participated in this study. Qualitative and inductive analysis was conducted on their verbatim records taken when they were inexperienced instructors and now when they are more experienced.

The results indicate that their perspectives on instruction have changed from instructors having to be accurate to believing that instructors must be knowledgeable and that students’ sense of accomplishment and satisfaction are important. Their instruction methods have also matured from initially being uncertain about how to teach students. They are now capable of understanding students’ feelings and learning together with students, indicating that the instructors have developed their perspectives on instruction and become capable of implementing more student-oriented instruction methods. When they were inexperienced, the instructors’ perspectives and methods on instruction were not well established, indicating that appropriate support systems for instructors are required during the early stage of their careers.

The purpose of this study was to clarify the process of internalization of nursing students during clinical training. Data used for the analysis was the description of reports submitted by students who were able to find the meaning through the experiences in clinical training. Data were analyzed by Modified Grounded Theory Approach. The storyline was described as follows：The students experienced “goal-setting” before clinical training. At the first phase of clinical training, the students experienced “trying to know the phenomena in patients”, and “confusing to involve in patients”. In the above-mentioned process, the students experienced “realizing own immaturity”. Additionally, the students came to show “utilizing knowledge” and “thinking in action for the patient”, and then, the students experienced “the sense of achievement”. At the final phase of clinical training, the students experienced situations such as “knowing patient’s nature”,“deepening the relationship with a patient”, and “deepening the concern about a patient”. After the clinical training, the students experienced “deepening the internal intellect”. As characteristics of the students reaching internalization, it was considered that the students have deepened their experiences through intellectual activities such as thinking, considering, and it was suggested that the students should acquire reflection skills by nursing education.