〔Aim〕The objective was to clarify factors influencing independent-learning behavior of nursing teachers during the newcomer period in nursing school.

〔Methods〕A self-administered questionnaire survey was provided to 496 3-year nursing school teacher with less than 3 years of teaching experience. The content of the survey included their personal and organizational background and self-improving behavior and personal growth of initiative through independent-learning behavior.

〔Results〕The following factors were associated significantly with self-improving behavior of independent-learning: wanting to be a teacher, educational office work, support work, psychological support, education program, research leader, and research grant, whereas age, clinical experience, interests and concerns of basic nursing education, number of lecture hours, and psychological support were associated significantly with personal growth initiative.

〔Conclusions〕To support independent-learning of newcomer nursing school teachers, it may be necessary for senior teachers to provide knowledge and techniques necessary for teaching and present role models for support work, preparation of research environment and guidance system, adjustment of work volume, and creation of organizational culture facilitating independent work, while achieving a sense of mental peace.

〔Purpose〕 In an experiential class of body mechanics, after introducing the premise of earth gravity, the stepwise progression between movements were focused on in the following order: 1. Stand 2. Hold 3. Move 4. Combine these fundamentals of movement. To clarify effective methods for education of body mechanics for students not proficient in mechanics, four effects were measured. 1. Comprehension of the points of movement. 2. Student movement based on these points. 3. Improvement of student movement. 4. Change in student impression of dynamics.

〔Method〕Student comprehension was checked by a test in three stages：pre-, post-, and delayed post-test. Student movement was assessed in two stages：before and after class. A further questionnaire was also administered regarding consciousness in movement. On the questionnaire, student impressions were collected before and after class on two continua：weak ⇔ good, and useful for nursing ⇔ not useful.

〔Result〕Both student comprehension and movement improved from before to after class. There was a correlation between increased comprehension and progress of movement. There was also a correlation between consciousness and movement. Student impressions improved from before to after class. The impression “useful for nursing”correlated with consciousness, and improvement in impression was correlated with comprehension. For both comprehension and movement, student achievement rate of the point “flexing the legs”was low. Other correlations between this and other points were also found.

〔Discussion〕The educational process of “learning structured principles through experience” was considered effective.

〔Aims〕To grasp the actual conditions regarding the periods within which newly graduated nurses visit their alma maters and the purpose for which they strive to communicate with university faculty members.

〔Methods〕An anonymous self-report questionnaire was completed by 367 faculty members at 11 nursing universities affiliated with the A Regional University Consortium. The analysis used Spearman’s rank correlation coefficient and χ² testing.

〔Results〕There were 103 questionnaire responses. The results showed 51 instances of university visits within 1 year of graduation, and the most common reason for visits was to receive advice or visit home. Advice most often involved nursing research or interpersonal relationships in the workplace. There was no correlation between visit timings, but the number of visits gradually increased from 1 month to 1 year of finding a job. Regarding visit timing and reasons, a relationship was observed between “within 1 month of finding a job” and “for advice.” With respect to types of advice and visit timing, relationships were observed between “about resignation” and “within 3 months after finding a job” and between “about continuing education” and “within 1 month of finding a job” and “within 6 months of finding a job.”

〔Conclusions〕The actual situation of university visits and faculty consultations within 1 month, 3 months, and 6 months immediately after employment was revealed. When university faculty consult with newly graduated nurses, mental stress may be alleviated. Further investigation into the responses of university faculty members could contribute to the prevention of turnover in newly graduated nurses.

〔Aims〕This study aimed to elucidate a series of process in which newly appointed assistants at colleges and universities of nursing assess undergraduate nursing student’s competency for learning and deal with confusion they face in promoting their self-directed learning.

〔Methods〕We conducted semi-structured interviews with four second-year newly appointed assistants and performed individual analysis. We performed open coding, chronological re-arrangement, and abstraction by the focal coding. Finally, we evaluated the correlation among focal codes and schematized with temporal changes.

〔Results〕Assistants A, C, and D struggled with “gaps in thinking between students and themselves,” B struggled with “gap between students’ sensibilities and hers.” As a countermeasure, A began to provide learner-centered learning support by the convincing experience through reflection in the graduate school, and B was aware of her interactions with her students that influenced them, and changed the way her interactions. C frequently self-interrogated and reformed her perceptions of self-directed learning through the process. D had learnt interactions that conformed to her beliefs through the processes of reflecting on her interactions. This study uncovered each three phases where thoughts and actions switched in the process of four assistants’ struggles and the process of their countermeasures.

〔Conclusions〕In order for thoughts to change as phases develop, it is suggested that reflection is important and it is important to provide a place to look back and share experiences.

〔Aims〕 This study aimed to elucidate the characteristics of eye movement and actions in experienced nurses during insertion of indwelling urinary catheters.

〔Methods〕 The subjects were experienced nurses with at least 10 years of clinical experience. Eye movement measurements, observations of actions, and self-administered questionnaires were used to collect data on patient observation, eye movement and motion trajectories during cleansing of the female perineum, the aseptic procedure, catheter insertion and fixation, securing the work area, and knowledge and techniques required for care.

〔Results〕 Five nurses participated in the study. Observations were conducted in 13 different situations, including prior to cleansing the female perineum and prior to catheter insertion. When cleansing the female perineum, nurses first directed their gaze to the perineal area and then moved their right hand gripping the forceps holding a cotton ball to the perineal area. However, the nurses were not able to insert the catheter the correct distance, and had difficulty cleansing the right perineal area using a new cotton ball for each area. The nurses secured a wide work area around the feet of the patient so that they could easily carry out the aseptic procedure.

〔Conclusions〕 The experienced nurses observed patients prior to touching them and in situations where the patients’ comfort might be inhibited. During the aseptic procedure, the nurses first gathered visual information to perform actions outside of their field of view, which appeared to aid them in planning ahead and establishing their subsequent actions. However, our findings suggest that nurses must rigorously check the distance of catheter insertion and abide by the rules and principles of the aseptic procedure.