〔Purpose〕The purpose of this study is to clarify the current status of resilience in nursing faculty. Furthermore, we aim to understand the relationship between nursing faculty’s resilience and self-education ability or social support at the workplace.

〔Method〕We asked 56 nursing educational institutions in two provinces for permission to conduct our study. We mailed anonymous self-administered questionnaires to 336 full-time nursing faculty from educational institutions that gave us permission to perform the study. Three instruments−the “scale of adolescent resilience,” “scale of self-education ability,” and “scale of social support at the workplace”−were used.

〔Results〕We collected 159 responses （response rate 47.3%）, of which 155 were valid. We found that resilience in nursing faculty was significantly related to self-education ability, social support at the workplace, type of educational institution, job status, and educational background. Multiple regression analysis revealed that self-education ability, social support at the workplace, and type of educational institution were significant predictors of resilience, explaining 58.0% of the variance in these variables. Self-education ability exerted the strongest influence on resilience among nursing faculty.

〔Discussion〕Nursing faculties are predisposed to stress because of pressure to improve their teaching ability. We believe that nursing faculty may be able to overcome this stress if they can feel that their teaching ability has improved, which can be done by changing their teaching methods through exertion of self-education ability.

〔Objective〕To clarify the effectiveness of rubric application in adult nursing science and practice based on the relationship between student self-assessment and teacher assessment.

〔Method〕Participants included 58 nursing students from University A, who had received accreditation for adult nursing practices in 2014 and had given their consent to take part in the study, and eight faculty members involved in practical evaluation.

　This study examined three adult nursing science and practice courses: critical stage, chronic stage, and terminal stage nursing science and practice. Rubrics were used for the assessment of adult nursing science and practice, in which common practice benchmarks and grading scales were established for all three courses, characteristics of each course were incorporated in the assessment tool and assessment criterion, and the assessment results were indicated using qualitative information.

　The relationship between student self-assessment and teacher assessment was analyzed separately for each course using overall assessment scores and benchmarks of adult nursing science practice and assessment levels for each benchmark.

〔Results〕There was no difference between students and teachers in the overall assessment scores provided in any of the three adult nursing science and practice courses, showing a positive correlation.

　However, in the assessment levels classified by benchmarks, the correlations found between student self-assessment and teacher assessment were rs ＝ 0.36−0.71, indicating a difference in relationship according to the course and benchmark.

〔Discussion〕In rubrics that provide assessment criteria with qualitative information, even if there is no difference in the overall scores in the relationship between student self-assessment and teacher assessment, there are differences in the relationship based on assessment levels according to the courses and benchmarks. Our findings show that adult nursing science and practice courses and benchmarks should be examined to establish common benchmarks.

〔Objective〕The purpose of this study is to identify factors that affect the role performance of preceptor.

〔Method〕A quantitative approach based on mail survey in Japanese was employed. We adopted the Self-evaluation Scale of Preceptor Role Performance for New Graduate Nurses, which proposed by Yositomi to assess role fulfillment. The participants were 409 preceptor nurses working at hospital with 200 and more beds in Hokkaido.

〔Result〕The lowest score in role performance was “being offered to the adjustment of the self of excessive workload”, The multiple regression analysis revealed the following factors affect role performance; “gender”, “number of experiences”, “lack of knowledge and skills”, “self and new graduate nurses feeling of growth”, “preceptor training”, “place to share a goal such as guidance”, “the trouble forum for consultation”, “organizational climate of the ward”. The most influence factor was the “organizational climate of the ward”.

〔Discussion〕The following was suggested as key factor for preceptor to play a role：Regulation of work volume, place to learn skills and involvement in realizing the growth of New Graduate Nurses themselves, training on the role of preceptors, sharing vision in new guidance, improvement of organizational climate.