〔Objective〕To investigate ways by which effective collaboration can be facilitated between university teachers on the one hand and clinical nursing practice supervisors on the other in the context of clinical nursing practice for undergraduate students of a course in nursing by elucidating the actual state of collaboration between the two teaching/supervisory groups.

〔Methods〕Semi-structured interviews were conducted with university teachers and clinical nursing practice supervisors, and the narratives about collaboration between the two groups were thereafter extracted and analyzed using the modified grounded theory approach.

〔Results〕Six categories were emerged in regard to the university teachers, they being: establishing a framework to increase effectiveness of student education, establishing a relationship, expectations vis-à-vis supervisors, utilizing clinical nursing practice supervisors and bosses/colleagues as resources, acting based on an understanding of clinical nursing practice supervisors’ circumstances, and facilitating a smooth working relationship between university teachers/students and clinical nursing practice supervisors. A further five categories were emerged in regard to the clinical nursing practice supervisors, they being: building a solid foundation for the clinical nursing practice environment, maintaining communication, things that are desired of university teachers but cannot be conveyed, being supported by university teachers and bosses/colleagues, and aligning oneself with the university. These categories created in regard to the two groups both point in the same direction, establishing a collaborative relationship between the two groups while having them influence each other.

〔Discussion〕The two parties were preparing for effective education before starting teaching/supervising. Future issues and problems are that neither group could convey its expectations in regard to the other group and that the method for evaluating nursing practice supervisors should be discussed.

〔Purpose〕The purpose of this study is to demonstrate whether debriefing using reflective framework for nursing students who experienced incidents contributes to learning from such experiences.

〔Methods〕Participants were 11 second-year students at a three-year nursing college who experienced incidents during a clinical practicum and agreed to participate in the study. I requested students who experienced incidents to keep a reflective journal, and conducted interactive debriefings after one month. Data were collected through semi-structured interviews one month after debriefing. Verbatim transcripts were analyzed using content analysis.

〔Results〕4 core categories and 12 categories were generated from 428 codes. Before debriefing, students were 【burdened by incidents】 due to “a sense of burden caused by incidents and unstable emotions” and “guilt-based negative emotions.” After debriefing, students transitioned to the following three structures: （1）【foundation for personal growing】 consisting of “a feeling of acceptance through approval,” “relief by self-disclosure,” “further awareness by self-disclosure,” “awareness of personality characteristics by facing oneself,” and “awareness of the necessity of assertion/self-expression”; （2）【building up bases for professional development】 consisting of “recognition of causes and taking a step forward” and “beginning to understand safety as a professional”; and （3）【awareness of supportive learning for development】 consisting of “realization of positive changes,” “awareness of the value of debriefing,” and “opportunities of productive learning.”

〔Discussion〕The transition to the three structures after debriefing can be considered “educationally significant,” in that students who experienced incidents converted these experiences into learning. This represents the effects of debriefing （feedback）through reflective framework of Gibbs. Findings underscore the usefulness of debriefing as a specific educational method that enables nurses to adopt a mindset of safe care in nursing education.

　This educational meaning has suggested the usefulness of debriefing which consisted of frameworks of reflection.

〔Objectives〕To explore the personal attributes related to research utilization competency of hospital nurses in Japan.

〔Methods〕Two instruments, ‘Scale on Research Utilization Competency for Clinical Nurses' and 'Nurses Attributes Questionnaire’, were used. The instrument packets were distributed to 860 hospital nurses in Japan, and the answers were returned by mail and analyzed statistically.

〔Results〕Four-hundred and forty seven （52.0%） nurses responded and 403 valid data were analyzed. The results showed that it was not easy for nurses to conduct the important behaviors for research utilization, and that they didn’t have enough research utilization competencies. Nurses self-evaluated that they couldn't decide whether some research findings should be used or not in nursing practice based on the discussion from different perspectives. They were also unsure about promoting and spreading new nursing methods in the way that their superiors approved, though they could solve problems arising from changes in nursing practice. The results of the multiple regression analysis showed that“frequency of the research utilization experience” and “knowledge on nursing research” were related with research utilization competency.

〔Implementation〕It is necessary to develop programs for nurses, in which the nurses learn research utilization systematically and progressively, to improve their research utilization competency.

〔Objective〕This study aimed to examine the nursing university seniors reactions to the nursing faculty’s ethical behavior when performing their duties as teachers.

〔Method〕Participants were 17 nursing students in their senior year in seven university nursing departments. Data were collected through semi-structured interviews, and a content analysis was done for a questionnaire survey.

〔Results〕Three core categories were detected : “students did not feel that the teachers acknowledged their existence”; “students felt pressure from the teachers during the lectures”; and “teachers behave as if their own values are the most important”.

〔Discussion〕 When compared to a previous study done on the teacher’s ethical standards, the student’s recognition of the right of students to learn and the human rights of students were only noted in the present study. Moreover, the overall main core concept was“lack of respect for the other”．

　“Respect for the other” is an important concept for educators and is a core concept in pedagogy. For the nursing faculty, there are two areas of ethics to be implemented: the “ethics of teaching” and the “ethics of nursing”. The results of this study showed that the nursing faculties were lacking in the “ethics of teaching”. Nursing faculties need to include the ethics of teaching and to teach the two forms of ethics in a well-balanced manner.