〔Objectives〕The present study aimed to clarify how nursing students acquire the necessary thinking for clinical judgment and what affects this acquiring process during clinical nursing practicums.

〔Methods〕I interviewed 26 students at 4 universities who were in their third year after completing a pediatric nursing practicum. All participants consented to research participation, and the resultant data were analyzed using the M-GTA （Modified Grounded Theory Approach）.

〔Result〕At first, the students underwent trial and error according to the framework previously learned and reflected on their experiences; then, they progressed to patient-centered thinking. Further, repeated reflection led to acquiring ideas that formed the foundation of clinical judgment in oneself. The students acquired Grabbing the way of finding care, Increase patient grasping skills, Find direction to effort in self, and Continued to perform repeated reflections. Meanwhile, there were situation in which the students’ will to think proactively was reduced during practical training.

〔Discussion〕For students to acquire a necessary thought process through experiences, they must engage in multiple reflections. Using reflections that integrate not only individual experiences but also a series of multiple practicums leads to acquiring a necessary way of thinking. Teachers must encourage students to continue reflecting.

〔Objective〕The objective of this study is to identify factors in 3-year nursing school programs that affect educational activities during counseling sessions for students who are considering quitting their nursing education.

〔Methods〕A survey was mailed to 379 teachers in nursing schools across the nation. The survey examined their characteristics, their ethical behavior as nursing instructors using a self-assessment scale, and the educational activities they provided during counseling sessions for students who are considering quitting. A model was constructed based on univariate analysis findings. The model’s goodness of fit was tested using covariance structure analysis.

〔Results〕The ethical behavior of nursing instructors had an impact on all three of the following factors associated with educational activities during counseling sessions for students who were considering quitting：1） respect for students, 2） encouragement to continue studying nursing, and 3） creating an environment that encourages consultation. The ethical behavior of nursing instructors was directly affected by their sense of professional accomplishment and indirectly by their concept of working hours and work-life balance through an association with a sense of professional accomplishment. Ethical behavior affected educational activities for students who were considering quitting through a sense of professional accomplishment. The number of students considering quitting and receiving support affected encouragement to continue studying nursing.

〔Discussion〕Our study suggested the importance of having a sense of professional accomplishment and acting ethically while implementing educational activities during counseling sessions for students who were considering quitting.

〔Aims〕This study aimed to elucidate situations in which students undertaking a basic nursing practicum felt that they had built good interpersonal relationships with their patients, and to clarify the feelings of students in the time leading up to these situations.

〔Methods〕Participants were 93 second-year students who agreed to participate and had completed the Basic Nursing Practicum Ⅱ module of the nursing program at University A. Students completed a self-administered, anonymous questionnaire and answers were analyzed using content analysis.

〔Results〕Six categories were identified for situations in which students felt they built a good relationship with a patient：“the patient expresses gratitude and regret they have to part ways,”“the patient expresses personal thoughts and feelings,”“the patient acknowledges the student’s presence and waits for them,”“the patient responds with a smile,”“interaction through communication,”and“the patient expresses his/her needs and is satisfied with the care.”Five additional categories were identified for students’ feelings：“adopting a respectful approach and attitude as a person,”“providing care based on perceived needs,”“wanting to be a useful presence,”“wanting to know about the patient,”and “hoping for recovery.”

〔Conclusion〕Situations in which students felt they had built good relationships involved the desire to take up the role of nurse, such as adopting a respectful approach towards people and providing care based on perceived needs, and was a process of being accepted and acknowledged by others. The formation of interpersonal relationships appeared to lead to a desire for mutual benefit and self-growth.

〔Aims〕The aim of this study was to clarify the educational involvement of nursing school teachers toward students in a clinical practice conference.

〔Methods〕The study subject was four nursing teachers with five or more years of teaching experience. Data were generated through participant observation and semi-structured interviews. Then, educational involvement scenes were reconstructed and analyzed qualitatively and inductively.

〔Results〕The results of analysis identified 6 subcategories and they formed 2 categories as followings; [to watch over the discussion] and [to ask questions to students].

〔Conclusions〕In clinical practice conference, nursing teachers are required to play the role of both passive and active facilitators and also to possess the ability to differentially play these two roles. However, these roles have usually demonstrated depending on the ability of each nursing teacher. It is important for nursing teachers to show collegiality, which means reflecting on their own educational approach in clinical practice conference, sharing individual’s reflection with other teachers, and seeking better educational involvement.

〔Aims〕The purpose of this study was to show the injection skills that new nurses should learn and the points that should be investigated in basic nursing education.

〔Methods〕Nursing schools with 3-year programs and hospitals with at least 200 beds were randomly selected by prefecture. Questionnaire surveys were then mailed to 208 nursing teachers and 355 new nurse trainers at these institutions who agreed to cooperate in the study. The questions covered matters common to all injection techniques and matters specifically related to subcutaneous injections, intradermal injections, intramuscular injections, and intravenous injections. Subjects were asked their thoughts on whether these injection skills should be learned in basic nursing education.

〔Results〕Responses were received from 145 nursing teachers （response rate 69.7%） and 256 new nurse trainers （response rate 72.1%）. In both groups, average values were high for questions on hand washing at the appropriate timing, maintaining a clean environment, sterilizing the injection site, and checking for medication error. There were differences in attitude with regard to puncture and insertion skills with students as subjects （all p<.01）.

〔Conclusions〕Techniques to prevent infection and medication error need to be learned in basic nursing education. Future investigation of effective educational methods for techniques that involve physical invasion is also needed.