〔Purpose〕To develop of model of nursing student’s perceptions of dying patients.

〔Methods〕In the pilot study, 'care for dying patients' and 'feeling for dying patients' were identified as elements of the cognitive awareness of the student nurses regarding patients’ death. In developing the model, substraction was conducted using a survey of 2,800 nursing degree students regarding Self-Consciousness Scale, Multidimensional Empathy Scale, Normative Attitude toward Helping, Death Attitude Profile-Revised Japanese version, Cognition of Student Nurses on Terminally Ill Patients, attributes and experience of death. Covariance structure analysis was used for the modeling.

〔Results〕The constructs of the model were 'public self-consciousness', 'private self-consciousness', 'emotional susceptibility', 'others-oriented emotional reactivity', 'ability to imagine', 'perspective taking', 'self-oriented emotional reactivity', 'fear of death', 'death avoidance ', 'care for the terminally ill patients' and 'feelings towards the terminally ill patients'. AGFI, GFI, and RMSEA were 0.922, 0.954 and 0.064, respectively.

〔Discussion〕From the goodness of fit index, it is appropriate to say that the model showed good fit.

〔Purpose〕This study aimed to clarify the structure of interpersonal relationships in peer coaching for nurses during the initial career-development period.

〔Method〕Semi-structured interviews were conducted with 17 nurses in their third year after graduation regarding the peer coaching experience among nurses employed by a hospital at the same time as newcomers. The data were analyzed using the modified grounded theory approach.

〔Results〕Nurses during the initial career-development period experienced a sense of camaraderie in which they were supported mentally by fellows and shared their joys and sorrows, “becoming indispensable to each other” as a result of “getting energy from the fellow.” Furthermore, they began “reconstituting a framework for care through the fellow” by “exploring the possibility of expansion with each other with reciprocal assistance” so that they were “thriving on integrating mutual experiences and perspectives in practice.”

〔Discussion〕Nurses deepened bonds through trial and error with their fellows and were able to learn a great deal together during the initial career-development period. It is suggested that setting a place in which they cooperate with their fellows is important.

〔Aim〕The purpose of this study was to clarify the differences of experience as a pediatric nursing practical training clinical instructor on recognition of pediatric nursing practical training, job stress, and career development.

〔Methods〕A total of 1995 nurses from 178 pediatric wards participated in a questionnaire survey. Comparative analysis of differences in recognition of pediatric nursing practical training, job stress, and career development was then conducted.

〔Results〕825 Nurses were separated 466 “with instructor experience” and 359 “without instructor experience”. Nurses obtained concerning recognition of pediatric nursing practical training and reported feeling more stress for instructing experience. Nurses in the “with instructor experience” group obtained particularly high scores in recognition of pediatric nursing practical training, job stress, and career development than the “without instructor experience” group.

〔Discussion〕Having experience as an instructor related to the effectiveness of recognition of pediatric nursing practical training, job stress, and career development.