〔Objective〕 This study aimed to examine the process structuring the meaning of caring experiences in clinical practice by nursing students and the appropriate supports from faculty members for nursing students.

〔Methods〕 Participants were ten nursing students in their senior year at the nursing department of university A. Data were collected through semi-structured interviews and analyzed using a Grounded Theory Approach.

〔Results〕 The initial process structuring the meaning of caring experiences by nursing students in clinical practice consisted of <awareness of patients’ needs>, <subsequent emotions>, and <reviewing care> as an introduction to caring experiences. Caring experiences consisted of <favorable feelings> and <feelings of achievement> as a result of <caring activities>. Finally, the meanings of such an experience resulting in <changes in the recognition and acts of caring>, <self-strengthening>, and <self-deepening> were structured. This process was also shown to be that of deep learning in the students.

〔Discussion〕 The results of the study suggest that it may be necessary for faculty members to identify students in a difficult situation in order to provide them with support promoting the process structuring the meaning of their learning experiences by communicating with them and thinking together.

〔Aim〕The aim of our study is to develop a self-efficacy scale of clinical practice for nursing students on the basis of “Self-efficacy for Learning and Performance,” which is a subscale of the Motivated Strategies for Learning Questionnaire, and test the reliability and validity of the scale.

〔Method〕After developing nine items of the scale, we performed a pilot study on 49 undergraduate nursing students to assess its internal consistency, test–retest reliability, and structural validity. Following the pilot study, the scale was tested on 121 junior college nursing students before and after two weeks of clinical practice to assess content and concurrent validity.

〔Result〕The data of the pilot study and main survey showed that the scale was unifactorial, and it indicated a strong internal consistency and test–retest reliability. The junior college students showed a significantly higher mean score on the scale after clinical practice than before clinical practice. Moreover, we found a strong correlation between the scores on the intrinsic motivation scale and those on the self-efficacy scale of clinical practice for nursing students.

〔Conclusion〕The finding yielded acceptable estimates of the reliability and validity of the self-efficacy scale of clinical practice for nursing students. Therefore, this scale is considered convenient and useful for assessing the self-efficacy of clinical practice for nursing students. Further research is needed to confirm the utility of the scale.

〔Purpose〕The purpose of this study was to acquire data that would help construct an effective education method for nursing students. The data collected in this study were used to evaluate effective ways to ensure the acquisition of essential knowledges and skills in anatomy and physiology （morphofunctional studies）in basic nursing education. 〔Method〕Teachers working at nursing universities in Japan （557 nursing teachers and 70 anatomy/physiology teachers） were surveyed on the 150 topics in “human organizations and functions” section from the National Nurse’s Examination. 〔Results〕More than 30% of the teachers wished to add 2 topics: acid-base equilibrium of body fluids and chemical composition and mechanism of hormones. More than 10% of the teachers expressed that 4 topics could be omitted：metabolism of nucleic acid；conception, delivery and puerperium；generation of foetus; functional effects of aging in the organs and the overall system. 〔Discussion〕The topics in demand have to do with regulation of body’s internal environment, hence are essential for nursing education. The topics that are deemed unnecessary pertain more to biochemistry, perinatal care （maternal nursing） and geriatric healthcare （gerontological nursing）；it shows that most of the teachers think that the latter topics are best taught by experts in respective fields.

〔Objective〕We demonstrate the feedback by video viewing with a technique evaluation table is useful for finding the problems both in procedure of nursing technique and in care of patients, and the problems of nurses themselves.

〔Method〕Students’ skill practice （replacement of sleepwear：33 students, change of bandage： 32 students） were videotaped. Immediately after the practice check and after the watching of video image, the questionnaire were conducted concerning （1) self-assessment by a technique evaluation table, and （2) items thought to be important. Changes in self-assessment and important items were compared before and after video viewing.

〔Result & Discussion〕In replacement of sleepwear, after reviewing video, the score of 〈Care of patient〉 and〈Behavior as nurse〉was reduced in about 90% of items. We considered that nursing students noticed the importance of practice by watching the response and appearance of patients. In changing bandage, after reviewing video, the score of technique to handle sterilized object was changed and the score of〈Behavior as nurse〉was reduced. Video viewing made nurses judge correctly clean and unclean. They could consider the effect on patient’s comfort by objectively looking back.

〔Purpose〕In the home care nursing, it is necessary to have the comprehension for the subjects as community-dwelling individuals, however the learning viewpoint of students is not clear.　The purpose of this study was to describe the process of comprehension for the subjects as community-dwelling individuals by students under the curriculum of home care nursing. 　

〔Methods〕The study subjects were eight students who have completed the home care nursing clinical training program in the basic nursing educational curriculum. The study design was a qualitative induction research. The data were collected by semi-structural interview and were inductively analyzed from the viewpoint of the comprehension for the subjects as community-dwelling individuals.

〔Results〕The six categories：“Individuality of life,”“Independence of self-care,”“Autonomy of the subject,”“Environment and place of the subject,”“Surrounding the people subjects”and“Social resources and management”were found as a comprehension for the subjects as community-dwelling individuals by students under home care nursing.

〔Discussion〕The six viewpoints of the comprehension for the subjects as community-dwelling individuals by students have been affected not in parallel, but in mutual, through inter-related situations. In the future, there will be needed to develop the educational programs to enhance a better comprehension by undergraduate students.