〔Purpose〕The aim of this study was to investigate the factors affecting practical nursing expertise in nursing college graduates.

〔Methods〕Subjects were 706 nursing science graduates from a national university A. Subjects were administered a questionnaire comprised of the number of years after graduation, the usefulness of learning content at the university and the subjects’ current learning situation, and 43 questions on practical nursing expertise after graduation （groupⅠ～Ⅴ, ability to foster in undergraduate, Ministry of Education, Culture, Sports, Science and Technology）.

〔Results〕From among 224 responses, analysis of responses from 111 nurses revealed a mean score for practical nursing expertise of 3.89±0.76 points. Multiple regression analysis was performed with 5 factors that showed correlations with practical nursing expertise score as independent variables. The number of years after graduation, the primary （scientific thinking） and secondary （nursing technical training） factors related to the usefulness of learning content at the university, and the participation in research conferences and meetings after graduation were found to contribute to practical nursing expertise. Factors that increased practical nursing expertise scores were the participation in research conferences and meetings after graduation and the usefulness of learning content at the university （scientific thinking）.

〔Discussion〕The results of this study suggest that thorough education that focuses on thinking and training that promotes independent learning are essential parts of basic nursing education.

〔Purpose〕The aims of this study are to clarify the ability of students to achieve a bachelor’s degree viewed by university nurse educators. 〔Methods〕In this study, the subjects were nurse educators of 20 universities. We analyzed the questionnaire survey. The survey form was comprised of 4 items and an open-ended question. The items were categorized into 4 areas, namely, ①Knowledge and comprehension, ②Multipurpose skills, ③Attitude and directionality, and ④Comprehensive learning and creative thinking. The data collected were statistically analyzed. We used the Kruskal-Wallis test for the quantitative data and content analysis for the qualitative ones. 〔Results〕As a result of the analysis, “Attitude and directionality” was the highest; “Multipurpose skills”showed the tendency to be low. An open-ended question was categorized into 8 areas, including, 【decline in basic ability of students for learning】,【decline in communication competence】, and so on. 〔Conclusion〕The ability of students to achieve a bachelor’s degree is enhanced complementarily. These findings revealed the necessity for ways of structuring curriculum and teaching method.

〔Aim〕I consider whether there is a difference in nursing competency between students of the new curriculum introduced in 2009 and graduates of the curriculum prior to this revision.

〔Method〕A self-assessment questionnaire was used, and the subjects for this study were 83 students of the new curriculum and 209 graduates of the old curriculum. The questionnaire content was designed to gather the attributes of the target subjects and the scores of the fifty-two nursing competency criteria, and to analyse and compare the subjects on the basis of the old and new curricula.

〔Results and Conclusions〕The comparative results indicated a significant difference between the scores of the new curriculum students and the old curriculum graduates. In all seven items out of fifty-two criteria that composed the nursing competency, the students of the new curriculum scored higher than the graduates of the old curriculum. The content of the items reflected the points revised in the curriculum. Thus, the results show that the new curriculum had a definite effect in enhancing and cultivating nursing competency.

〔Purpose〕The purpose of this study is to clarify nurse’s performance and patient’s experience of nursing practice related to the explanation and carrying out of treatment and care based on the patient’s will.

〔Methods〕We conducted a survey of nursing practice related to providing information, confirmation, treatment decision making and factors influencing information imparting practices for nurses working in general wards. We also conducted a survey on patient’s needs and experience of nursing practice related to the explanation and implementation of treatment and care based on the patient’s will. The survey for nurses was a self-administered anonymous questionnaire. Structured interviews based on the questionnaire were conducted with patients in the same hospital.

〔Results〕There were 263 valid responses from nurses and 65 valid responses from patients. The findings revealed that 72.0 to 100% of patients experienced all 4 items regarding treatment/care explanation and confirmation including: ‘explanation,’ ‘confirming understanding,’ ‘waiting for the patient’s decision,’ and ‘carrying out treatment based on the patient’s will,’ in relation to 12 nursing practices. This result was higher than the nurse’s practice rate of 51.8 to 76.5%.

〔Discussion〕The implication of this study was that we could assess nurse’s performance and the patient’s experience of nursing practice related to the explanation and carrying out of treatment and care based on the patient’s will by surveying 4 items regarding treatment/care explanation and confirmation including ‘explanation,’ ‘confirming understanding,’ ‘waiting for the patient’s decision,’ and ‘carrying out treatment based on the patient’s will.’

〔Purpose〕This study aimed to identify awareness about sense of value, strength, and weakness of nursing students through reflection on events/situations that had the biggest impression on them during the clinical practice, and examine the relationship between the presence or absence of awareness and critical thinking disposition.

〔Method〕We administered the reflective journals about the most memorable events/situations during the clinical practice and a scale to measure the critical thinking disposition to fourth grade undergraduate nursing students. Reflective journals created by 35 nursing students were qualitatively analyzed, and scores of a scale to measure the critical thinking disposition compared with the presence or absence of awareness by reflective journals.

〔Result〕Twenty students（57.1%） indicated that they had gained awareness through reflection, seeing themselves as someone who either “puts a higher priority on his/her own feelings or situation than those of patients”, “is unable to cope with unexpected situations”, “is able to think objectively and respond to the negative feelings”, “gives respect to patients’ thoughts”, “has been trying to avoid thinking what is regarded as fearful”, or “feels the joy with the patients”.

There was no significant difference in scores of a scale to measure the critical thinking disposition and the presence or absence of awareness.

〔Conclusion〕As a result, nursing students’ awareness through reflection on the clinical practice is not only weakness but also strength. The elucidation about reflective thinking to facilitate the development of awareness and critical thinking is need in future.