〔Aim〕The objective of the study is to understand the relationship between the leadership behaviors of preceptors and the organizational socialization of novice nurses. The leadership self-evaluations by the preceptors were compared with the evaluations by the novice nurses of the preceptor leadership behaviors and qualities. The differences between the two evaluations were used in an analysis focusing on the effect of the preceptor leadership behaviors on the organizational socialization of novice nurses.

〔Method〕Subjects comprised 347 preceptors and 347 novice nurses, and 165 preceptors and 154 novice nurses answered questionnaires consisting of a leadership scale and an organizational socialization scale. The comparison of the recognition of the leadership behaviors of preceptors dealt with 117 for each that the answer of both was gotten for the analysis.

〔Results〕As a result, it was found that the leadership behaviors of preceptors are related to the organizational socialization of novice nurses, showing statistically significant correlations with job satisfaction, motivation, reality shock, and organizational commitment of the novice nurses. Comparison between the self-evaluation and the evaluation by others showed differences in the awareness of task behavior and relationship behavior as in Situational Leadership （SL） Theory, the P behavior （Performance function） of Performance-Maintenance （PM） Leadership Theory, and leadership behavior in Leader-member Exchange （LMX） Theory. Comparing the levels of reality shock, job satisfaction, motivation, and organizational commitment of the novice nurses in the two groups, it was found that the reality shock of the novice nurses was stronger when the preceptors’ self-evaluation of their task behavior and relationship behavior as posited in SL Theory was high. Furthermore, the novice nurses showed a lower level of job satisfaction and a higher level of turnover wish when the preceptors’ self-evaluation of their task behavior in SL Theory was high.

〔Conclusion〕 These findings suggest the necessity to provide preceptors with training to improve leadership behaviors and provide leadership training using preceptor leadership evaluations by novice nurses.

〔Purpose〕To clarify the goals and educational support methods that are the components of the Educational Support Program for enhancing the gerontological nursing care competencies of newly recruited graduate nurses working at the long-term care facilities for the elderly with a view to finding ways to provide educational support.

〔Method〕A series of semi-structured interviews were carried out for 6 newly recruited nurses who had been assigned to work at the long-term care facilities for the elderly immediately after their graduation and their 3 educators.

　The educational support methods were prepared by extracting relevant contents related to educational support from the gerontological nursing care competencies that the nurses are in the status of learning（their contents, learning process, and educational support they received after employment）. Consideration was given together with the educators to the validity of the goals and educational support methods that are the components of the Educational Support Program.

〔Results〕The Educational Support Methods for enhancing the nurses’ competencies of gerontological nursing care were modified to 10 “Goals.” Two to six “Educational Support Methods” were outlined for each goal.

〔Conclusion〕The “Educational Support Methods” outline special support methods and it is deemed they can be used for the educational support for newly recruited graduate nurses who are assigned to work at the long-term care facilities for the elderly.

　It was pointed out as important ways of providing the educational support “to practice together and give advice to enhance the nursing skills,” “to set up the periods and methods of education according to the level of gerontological nursing care competencies,” “to develop the nursing philosophy of giving support to live and to review it after attending to end of life care or medical procedures for emergency cases,” and “to encourage self-improvement in order to accomplish the role and duties of their profession.”

〔Purpose〕In this study, we clarified the types of behaviors and attitudes exhibited by clinical nurses that nursing students recognize as role model behaviors and the reasons that students selected these behaviors.

〔Methods〕We interviewed 25 nursing students and recorded each interview verbatim; from the data, we extracted “role model behaviors” and “reasons for considering these behaviors this way”. We then conducted content analysis following the procedure of Berelson, B.

〔Results/Discussion〕We extracted 10 categories of role model behaviors such as “treat patients with a smile and civility”, “give appropriate assessments and act with brisk efficiency”, “assist patients while respecting their self-determination and dignity”, and “support and instruct team members”. Students’ reasons were divided into the following seven categories: “the patient responded well to the nurse’s care”, “the nurse’s behavior was better than that of the students’ or other nurses’”, “the nurse clearly provided good care for patients and their families by showing respect for patients’ individuality”, “the nursing student could understand what he or she had learned and concrete methods of nursing care by observing the nurse’s practices”, “the nursing student would be happy if he or she was a patient or a newly graduated nurse under the nurse’s care”, “the nurse appeared to perceive his or her responsibility as a professional and the necessity of cooperation in carrying out his or her duties”, and “the nurse’s behavior reflected that of the ideal nurse as imagined by the student”. There was no obvious characteristic shared between the behaviors and reasons categories. Nevertheless, our results showed the role of clinical nurses in the process and an effective method to teach nursing students such behaviors so that they can learn the attitudes and behaviors required for good nursing care.

〔Purpose〕To clarify how nurses involved in the training of new nurses use reflection and recognize the effects.

〔Method〕I carried out a free description questionnaire survey targeting 126 nurses at two cooperative hospitals involved in the training of new nurses.

〔Results〕The results of this study are as follows：（ⅰ） Teaching methods of reflection could be categorized as “reflection of daily practice”, “regular and situational reflection”, “reflection on one’s problem”, “reflection by writing”, and “reflection by communication between nurses”; （ⅱ） Teaching staff recognized the need for “reflection” because it enables nurses to“deepen their comprehension of nursing practices”,“improve next nursing practice”, and“communicate with other nurses”; and （ⅲ） Interests of reflection could be categorized as “effects on nursing practice skill”, “skills of a teaching staff and a new nurse”, and “education method injected reflection”.

〔Consideration〕Nurses who train new nurses put coaching about “reflection” into practice and have recognized that such coaching leads to improved comprehension of nursing practice. They look for a more effective teaching method.