〔Aims〕To clarify the actual situation of self-regulated learning strategies used by nursing students of BSN program, and the relationships between self-regulated learning strategies, social support, and time perspectives.

〔Method〕Subjects were 1,595 students belonging to 6 universities in the Kanto area. A questionnaire was administered to subjects on self-regulated learning strategies, demographic data, social support, and time perspectives. The relationships between self-regulated learning strategies and its factors were examined using t test and ANOVA（Tukey HSD method for multiple comparisons）.

〔Results and Conclusions〕We received 374 valid responses. The actual status of use of self-regulated learning strategies by nursing college students greatly varied. In terms of the relationship between self-regulated learning strategies and social support, the group with high scores on emotional support had significantly higher scores on self-regulated learning strategies than the other groups. In terms of the relationship between self-regulated learning strategies and time perspective, scores on self-regulated learning strategies were significantly higher in the group with better time perspective than in other groups. Based on the above results, we examined ways to nurture a subjective learning attitude in nursing education.

〔Aims〕The objective of this study was to determine what students learned during their practicum training at home-visit nursing stations as part of their basic nursing education and to identify the relevant learning factors.

〔Methods〕An anonymous, self-administered questionnaire survey was administered to nursing students who had completed their home-visit nursing practicums. Factor analysis was used to analyze what students learned during the practicum training at home-visit nursing stations, and multivariate analysis was performed to examine the association between each of the learning factors and their causes.

〔Results〕The following four factors were extracted as elements learned at home-visit nursing stations: [Understanding patients as community residents], [Assistance that grants the wishes of the patients and their families], [Role of nurses in multidisciplinary collaboration] and [Terminal care nursing provided according to the patients’ and families’ wishes]. Factors associated with the causes were: Observing the provision of care that respects individuality, observing how adjustments are made to incorporate the patient’s wishes and the patient’s conditions, guidance by the instructors, guidance by the home-visit nurses, and interests before the practicums.

〔Conclusions〕By observing nursing care that respects the individuality of patients and their families, the nursing students likely learned many essential lessons during the practicum training at home-visit nursing stations. In addition, the instructors deepened the students’ learning by attaching meaning to their experiences.