〔Purpose〕To clarify role conflicts and the role ambiguity of clinical nursing practice supervisors working at university hospitals and to identify the relations between role conflict and role ambiguity and the attributes of nursing practice supervisors and nursing clinical practicum systems.

〔Method〕A survey was conducted using a mailed, self-administered questionnaire, completed anonymously. Role conflict and role ambiguity were measured using the Japanese version of the National Institute of Occupational Safety and Health （NIOSH） Job Stress Questionnaire.

〔Results and Discussion〕Clinical nursing practice supervisors who were elderly and had a long clinical and teaching experience had significantly lower scores for role ambiguity. In the course of accumulating clinical and teaching experience, clinical nursing practice supervisors can acquire information not only on usual nursing practices but also on training guidance. Further, compared to staff nurses, instructors in the position of chief had a significantly higher score on role conflict; it was concluded that their shouldering of multiple roles was a factor in this. Those who responded that they were able to work closely with clinical nursing practice supervisors and nursing teachers had significantly lower scores in role conflict and role ambiguity. This may be because it was possible for persons who collaborated sufficiently to exchange information through practical training and share the responsibilities of usual nursing practices and practical guidance.

〔Objective〕 A number of studies describing how nursing students undergoing practical training （trainee nurses） perceived their own self-efficacy were categorized according to study objective, and the findings of these studies were organized to identify potential future research themes.

〔Method〕Two database services were used to search the literature for quantitative research in Japan according to study objectives and operational definitions of relevant terminology. Each article was then examined and categorized according to study objective and their findings and research themes were summarized.

〔Results〕After categorizing 31 selected articles according to objective, the following 6 types of studies were identified:（1） studies that developed scales to measure perceived self-efficacy;（2） studies investigating changes in perceived self-efficacy;（3） studies investigating the association between perceived self-efficacy and the four sources of information in building self-efficacy;（4） studies investigating changes in perceived self-efficacy following intervention;（5） studies investigating the association between perceived self-efficacy and its effects; and （6） other studies.

〔Discussion〕Future research topics will include the development of the scale of SSE specialized in a practical field, and the need to clarify and elucidate the causality of GSE and SSE.

〔Objective〕No studies have been conducted on the implementation of objective structured clinical examinations （OSCE） in the field of pediatric nursing, as taught in nursing programs at universities in Japan. Thus, the objective of the present study was to ascertain the current status of pediatric nursing OSCE initiatives and identify the need for training workshops, in order to facilitate the widespread use of OSCE in pediatric nursing.

〔Methods〕In November and December 2015, pediatric nursing instructors at 247 universities that were members of The Japanese Association of Nursing Programs in University （one instructor per university） were sent anonymous self-administered surveys.

〔Results〕The number （percentage） of responses was 93 （37.7%）, and that of university programs that implemented OSCE in pediatric nursing units was nine （9.7%）. The issues related to OSCE in pediatric nursing that could be publicly released were compiled into nine items. Three university programs utilized standardized patients, and two of these programs trained standardized patients. A total of 23.5% universities indicated the desire to participate in training workshops. Six requirements that the instructors had for such workshops were identified.

〔Discussion〕Although only a small number of universities implemented OSCE in the field of pediatric nursing, in fiscal year of 2015, based on the number of universities that are currently examining the OSCE adoption, there is high interest. The universities that implement OSCE in pediatric nursing follow the standard procedures. The nine issues that were identified in OSCE in pediatric nursing were broadly divided into three fields. The use of standardized patients is helpful in resolving problems related to the limitations unique to the field of pediatric nursing. Specifically, due to the difficulty in training standardized patients who can simulate children, it has been impossible to implement OSCE programs that utilize pediatric standardized patients. However, the use of standardized patients who play the role of the pediatric patient’s parent/guardian should facilitate nursing care instructions for children and their families. Training programs that aim to make the use of OSCE in pediatric nursing more widespread are important for ensuring that the programs reflect the needs of the students.