〔Aims〕To clarify the relationship between nursing undergraduate students’ basic skills to be members of society and their practical nursing skills, as well as their experience in everyday life.

〔Method〕We carried out a questionnaire for the 4th-year nursing undergraduate students, and 270 valid responses were examined by Spearman correlation coefficients and multiple logistic regression analysis.

〔Results〕The relationship between the total scores for basic skills for being a member of society and practical nursing skills showed a significant positive correlation of 0.69, and significant positive correlations between the scores of all 12 skill factors which are sub-concepts of skills to be a member of society and the four sub-scale scores of practical nursing skills were found to be between 0.29 and 0.54. Learning activities showed the effect on basic skills for being a member of society were,“I consult with the school teacher and faculty advisor”, “I perform role-playing in class”, “I have discussion in class”, and “I have a self-learning outside school hours”.

〔Discussion〕The basic skills for being a member of society were found to have a relationship of interaction with practical nursing skills within basic nursing education, and we consider that these basic skills for being a member of society may be improved through basic nursing education. Having a relationship with various kinds of people of various backgrounds within everyday life experience, interactive teaching and learning activities, and instructional design learning outside the classroom are effective in improving basic skills for being a member of society.

The present study aimed to clarify the educational effects of reflection on education in nursing practicum by examining changes in the matters of interest of nursing students. Data used for the analysis included descriptions of reports submitted after clinical training by third-year students. Data were analyzed by content analysis and the frequency of the appearance of categories of the matters of interest in the students’ descriptions was calculated. The categories before and after introducing reflection-oriented programming were compared in its content, and examined in changes. The categories that showed changes in frequency were as follows：“Important positive attitudes in person-to-person relationships” increased in frequency after introducing reflection-oriented programming （before, 18.7%；after, 41.3%）. The category “Care supporting the individuality of the patient in nurse-patient relationships” was identified only after conducting reflection-oriented programming, and the frequency of appearance was 20%. These results suggest that the concern for patients among nursing students increased after introducing reflection-oriented programming. This indicates that the students became interested in their patients or in nursing phenomena following the introduction of reflection-oriented programming. Changes in the contents of the extracted categories may suggest that reflection-oriented programming improved the quality of nursing experience in nursing practicum.

〔Purpose〕Nursing teachers are prone to burnout due to stress from their work environment, teacher qualifications to meet, and educational methods they need to implement. In particular, the low number of years in teaching experience, teacher qualifications and social support access may all contribute to an increased level of stress and eventual burnout. The purpose of this study was therefore to clarify the relationships among these factors.

〔Method〕A self-administered questionnaire was administered to 306 nursing teachers at nursing diploma schools in Chugoku Region.

〔Results〕There were 182 valid responses with a response rate of 59.5%. The average age of the respondents was 44.3±8.2 years. In terms of the number of years in teacher experience and the absence of teacher qualifications, there was a negative relationship in regards to stress-factor related busyness （p<0.05, p <.01）. For social support, there were negative relationships in regards to stress-factor related work environment （p<.001）, teacher qualifications （p<.01） and research resources （p<.001）. For work environment and teacher qualifications, there were positive relationships in regards to emotional exhaustion （p<.01, p<.05） and depersonalization （p<.001, p<.01）. Finally, for research resources, there was a positive relationship in regards to sense of personal accomplishment （p<.05）.

〔Conclusion〕The implication of the study was that if nursing teachers obtain social support such as competence evaluation, understanding, advice and awareness of teacher roles, stress related to work environment and teacher qualifications would be reduced and sense of emotional exhaustion and depersonalization would be alleviated.

〔Purpose〕This study was performed to identify the intentions underlying nursing teachers’ questioning in nursing education by reviewing foreign nursing literature.

〔Methods〕Papers up to April 2011 in CINAHL Plus with Full Text were searched using the following keywords of nursing, education, learning, teaching, question, and questioning. Some papers were secondarily obtained from references provided in the papers obtained during the search. A total of 30 papers pertaining to nursing education, including clinical practicum and case study practice besides lectures, were examined from the viewpoint of trends and intentions underlying questioning in nursing education.

〔Results〕The analysis showed 6 intentions underlying nursing teachers’ questioning : （1） to improve the students’ cognitive thinking abilities in order to urge logical and creative thinking, （2） to orient the learning process according to students’ responses, （3） to help students generate questions, （4） to determine the students’ ideas and feelings, （5） to determine the patients’ feelings and conditions, and （6） to inquire about interpretation of clinical situations.

〔Discussion〕With innovations in pedagogy in American nursing education since the 1990s, the intentions underlying questioning seemed to have focused on not only improving students’ cognitive thinking abilities but also on understanding their ideas and feelings, the learning process, and interpretation of clinical situations. These factors and the meaning of questioning need to be examined qualitatively in Japanese nursing education, especially in clinical practicum.

〔Purpose〕The purpose of this study is to obtain some indication on attitude education by exploring components of attitude to be acquired upon graduation from basic nursing education and by comparing recognition between nursing instructors and head nurses, assistant head nurses and chief nurses at hospitals （hereafter the “people responsible for the education of new nurses”）.

〔Method〕A questionnaire was prepared in accordance with components of nurses’ attitudes and mailed to 430 nursing instructors and 353 people responsible for the education of new nurses. Item analysis and factor analysis were conducted to review factor structure.

〔Results〕There were three factors in the attitude to be acquired upon graduation from basic nursing education: the mental attitude to support behavior as specialist personnel, the mental attitude to support behavior as members of society, and the mental attitude as the foundation for human relationships. Cronbach’s α coefficient was 0.954 and internal consistency was maintained. When recognition toward attitude was compared between both parties, nursing instructors had a significantly higher recognition to the need of attitude to be acquired upon graduation than the people responsible for the education of new nurses.

〔Conclusion〕It was suggested that not only the attitude as specialist personnel but also well-rounded character, the attitude as members of society and the attitude as the foundation for human relationships need to be taught in nursing where it is important to be with patients.