〔Aims〕We elucidate the components of social responsibility recognized by nursing staff.

〔Methods〕Qualitative data obtained from an anonymous self-administered questionnaire survey were analyzed with a KHCoder（Higuchi, 2014）. 　

〔Results〕Questionnaires were distributed to 6,471 nurses at 58 cooperative facilities, and 2,314 responses were received. Nine categories of social responsibilities were recognized by respondents：“safe medical and nursing care”, “awareness and behavior as a profession concerning life”, “adjustment the environment for peace of mind and body”, “confidentiality,” “dignity and ethics”, “pursuit of quality in nursing”, “correspondence as a service provider”, “health support for diverse human”, and “contribution to the community/society.”

〔Conclusions〕The social responsibility perceived by nurses was characterized by the legal responsibilities of “safe medical and nursing care”, “awareness and behavior as a profession concerning life”, “adjustment the environment for peace of mind and body”, and “confidentiality.” They also recognized the ethical responsibilities of “dignity and ethics”, the discretionary responsibilities of “pursuit of quality in nursing”, “correspondence as a service provider” “health support for diverse human”, and “contribution to the community/society.”

〔Aims〕This study aimed to clarify the process in what kind of events and experiences are repeated by new teachers at nursing colleges as teaching instructors.

〔Methods〕Semi-structured interviews were conducted with 10 new nursing teachers who had six months or more and less than two years of experience, and analyzed with the Modified Grounded Theory Approach using a qualitative descriptive study design.

〔Results〕Process in which new teachers start walking as instructors started from “I don’t know anything because it is a different dimension” phase. In the next phase, they can’t see their surroundings, so carefully “walk around in the dark”. Next, after repeating the experience of practical training guidance, various things can be seen little by little “the eyes get used and walks in dim light” phase. In addition, they were in the phase of understanding their role, ways, and problems, and “starting to walk the path that was slowly visible”.

〔Conclusions〕Based on the process, it was suggested that the timing of support to increase self-efficacy and effective support was important.

〔Aims〕Regarding stress and stress coping in nursing junior college students, the study examined the differences between first and third year students.

〔Methods〕A total of 163 first year and third year students of the Department of Nursing of A Junior College were targeted. An anonymous self-administered questionnaire method was implemented using the Stressor Scale for College Students and the dispositional version of the General Coping Questionnaire. Questions about the stress content were asked using the free description method.

〔Results〕The average value of the stress scale of the 1st grade was highest in 【University/Academic】. In the 3rd grade, the 【existent】 score was the highest. In the 1st grade, there were significant positive correlations among the stress scales 【personnel】 and 【university/academic】 and the coping scales 【emotion expression】 and【demand for emotional support】. In the 3rd year, the stress scale 【personnel】displayed the same result as the 1st grade. Furthermore, in the third grade, the 【personnel】 score on the stress scale had a significant negative correlation with 【cognitive reinterpretation】.

〔Conclusions〕The 1st graders were subjectively and emotionally dealt with the stress of 【personal】 and 【university/academic】. The 3rd year students were dealing with 【personal】 stress subjectively and emotionally, and they were found to have difficulty in objectively seeing themselves in interpersonal relationships.

〔Aims〕The purpose of this study was to investigate the relationship between professional identity three months after starting work, and practical abilities or social skills in new graduate nurses.

〔Methods〕 A survey was conducted among 31 new graduate nurses to examine the relationship between professional identity three months after work commencement, and practical abilities or social skills at the start of work.

〔Results〕 Practical abilities at work commencement showed no correlation with professional identity three months after beginning work. However, there was a significant positive correlation between professional identity three months after starting work, and social skills at the start of work. Among the six groups of social skills, advanced social skills, skills for dealing with feelings, and planning skills at work commencement all showed significant correlations with professional identity three months after starting work.

〔Conclusions〕 These results suggest that enhancing social skills during basic nursing education would support new graduate nurses to develop their professional identity.

〔Aims〕Clarifying the process of change in students’ perceptions of cancer patients in a cancer nursing practicum and obtaining suggestions for educational support.

〔Methods〕Eleven senior nursing students who took part in a cancer nursing practicum were interviewed semi-structurally by the author. A modified grounded theory approach was used for analysis.

〔Results〕The process of change in students’ perceptions of cancer patients starts with “observing the behavior and speech of the cancer patient” and “the image before training is shaken”.

The perceptions obtained by the students through their experiences with cancer patients enabled the students to “discover the meaning of words and actions” and “achieve a deepening of understanding with empathy” by stimulated “chewing enhancer” from others.

Other results were “a more developed perception of the patient”, “an expansion of perception” and “a growing awareness leading to a new direction in nursing”. Additionally, “confusion about the expanded perceptions of the patients” and “persistence of the students’ previous perceptions of the patients” arose.

〔Conclusions〕Suggested educational support includes stimulating students’ thinking by verbalization of observed speech and behavior in cancer patients and sharing experiences and interactions.

〔Aims〕The purpose of this study is to analyze the contents of self-evaluation compared model videos to the subject’s videos regarding the utilization of body mechanics during bed making, and to obtain educational suggestions on the acquisition of body mechanics.

〔Methods〕We analyzed changes in the use of body mechanics from self-assessment sheets and student videos comparing the videos and model videos that the subject’s implemented after seven practice sessions（T1） and the final submission（T2） . Using video analysis software, we analyzed the forward tilt angle, knee joint angle, and the presence or absence of curvature behind the spine.

〔Results〕In comparison between T1−T2 and model videos, the self-evaluation of the subjects was significantly improved at the 1% level of body mechanics utilization. The average forward tilt angle improved from 43.11° for T1 to 34.06° for T2, showing a significant difference at the 5% level.

〔Conclusions〕The subject’s forward tilt angle approached 30° with less waist stress at T2. By reflecting on the model video versus own video, the effect of learning body mechanics was obtained.

〔Aims〕The aim of this study is to clarify the advantages and problems in introducing a rubric

evaluation table in Comprehensive Practice in Adult Acute Nursing.

〔Methods〕This study conducted qualitative descriptive research on 12 senior students in the department of nursing who took Comprehensive Practice in Adult Acute Nursing.

〔Results〕The advantages of introducing a rubric evaluation table in comprehensive nursing practice are：“understanding and practicing the goals to reach,”“using the rubric to learn more,”“being able to easily conduct self-assessment using a clear evaluation index,” and“clarifying goal achievements and one’s own tasks.” Categories extracted for problems with the rubric evaluation table were“not being aware of the rubric,”“being overwhelmed by the abundance of text,” and“evaluation content that is difficult to understand.”

〔Conclusions〕Introducing a rubric evaluation to comprehensive practice in adult acute nursing enabled students to envision attainment, which led to taking the initiative to tackle independent study and practice. On the other hand, we think it is necessary to use the rubric evaluation table and make improvements based on that evaluation.

〔Aims〕To elucidate the approach to the nursing research of the university hospital nurse and a factor concerned.

〔Methods〕A questionnaire consisting of questions regarding nursing research initiatives, strategies for fostering research minds, and support requested from the organization to conduct nursing research that is needed was distributed to 1,139 nurses and midwives working at university hospital A. The anonymous data were collected by postal mail and statistically analyzed.

〔Results〕Responses were obtained from 929 individuals （recovery rate, 81.6%）, and the 908 valid responses were analyzed. The results showed that 73.7% of the individuals had acquired nursing research experience after completing the basic nursing education course and 10.8% had specialized nursing fields. The proportion of respondents who said they had a research theme that they were continuing and developing was 11.8%, and 63.6% had attended training and conferences on nursing research, and 27.3% responded that they frequently or occasionally utilized nursing research results in clinical nursing. Those efforts were nursing qualified personnel, more than five years of clinical experience, graduates with master’s degree and associations belonging to academic societies were significantly more.

〔Conclusions〕The necessity of a research system for nurses and a support system for the organization was suggested to foster university hospital human resources capable of creating next-generation care.