〔Aims〕To clarify differences in the recognition of novice nurses’ learning needs between novice and instructor nurses, focusing on the <necessity of learning> and <demand for learning>.

〔Methods〕 Free descriptions of the <necessity of learning> and <demand for learning>, collected from 132 novices and 146 instructors, were examined using content analysis, the chi-square test, and bubble charts.

〔Results〕Ten core categories outlining learning needs were created. When focusing on the <necessity of learning>, the rate of mentioning [Ⅳ. Ethical practice] was significantly higher among the instructors, and that for [Ⅱ. Treatment and care] was significantly higher among the novices. The novices also showed significantly higher rates for 4 core categories representing the <demand for learning>. On analyzing bubble charts, bubbles representing the novices’ <demand for learning> and the instructors’recognition of the <necessity of learning> for them were distant. In contrast, bubbles representing the <demand for learning> for the novices and the instructors’ recognition of their <demands for learning> were adjacent to each other.

〔Conclusions〕The instructors recognized that the learning content that they considered necessary for was also necessary for novice, and at the same time suggested that they did not recognized the learning that novice demand. It was also suggested that instructors misunderstood <necessity of learning> as <demand for learning> at the novice.

 〔Objective〕The objective of this study was to identify the relationship between students’ need for support from teachers in clinical practice and difficulties experienced by students in school life due to their tendency of developmental disorders.

 〔Methods〕An anonymous self-administered questionnaire survey was conducted by the placement method on nursing students who had completed clinical practice in specific therapeutic areas. Survey items included characteristics of subjects, support needs （27 items）, and difficulties experienced [integrated version of experienced difficulties questionnaire consisting of three subscales: difficulties due to attention-deficit hyperactivity disorder （ADHD）, difficulties due to autistic behavior, and interpersonal relationship-related difficulties]. Based on the difficulty scores, the subjects were divided into two groups: high and moderate-to-low awareness of difficulties. The relationship with support needs were compared between the groups.

 〔Results〕A total of 377 students responded with a response rate of 79.7%. Of the 27 support needs, students with high awareness of ADHD, autistic behavior-related, and interpersonal difficulties needed support on 16, 10, and 11 items, respectively, suggesting a need for teachers’ support more significant than students with moderate-to-low awareness of difficulties. Interestingly, most of the high-awareness students asked their teachers to develop a prioritized list and not to issue multiple instructions at one time.

 〔Conclusions〕The results suggest that support should be provided by teachers to nursing students according to the characteristics of difficulties experienced by students.

 〔Aims〕The present study aimed to develop a Japanese version of the Mentors’ Competence Instrument in Clinical Mentoring of Nursing Students （MCI）, and examined its reliability and validity.

 〔Methods〕After translating the MCI, and confirming its content validity for developers and instructors who have more than 5 years of practical training experience, the Japanese version of the MCI was created. A questionnaire survey was conducted for clinical instructors using the Japanese version of the MCI and an educational needs assessment tool for clinical instructors, their criterion-related validity was examined in the five subscales, internal consistency was confirmed, and the confirmatory factor analysis and retesting were performed.

 〔Results〕The mean content validity index was 0.88. There were 254 subjects analyzed in the questionnaire survey and 29 in the retest. Cronbach’s α was 0.97 for the entire scale and 0.81 to 0.89 for each subscale. The retest results were 0.46−0.86 （p <0.01）. The convergent validity was rs = 0.34 to 0.52 （p <0.01）. The results in the confirmatory factor analysis were CFI＝0.817 and RMSEA＝0.062.

 〔Conclusions〕We confirmed the reliability and validity of the Japanese version of the MCI, and will now be able to measure the mentoring ability of domestic clinical instructors, which will be useful for international comparison in the future.

 〔Purpose〕The purpose of this study was to clarify nursing instructors’ approaches with which novice nurses engaged in critical care recognized their professional development in the clinical practice.

 〔Methods〕The subjects were 11 nurses in their second year of nursing practice, who spent their first year working at critical care centers as novice nurses. Semi-structured interviews were conducted with them, and the obtained data were qualitatively and descriptively analyzed.

 〔Results〕10 categories and 45 subcategories were created.

 〔Conclusion〕Many of the nursing instructor approaches identified in the present study were consistent with education for novice nurses on general wards. On the other hand, nursing instructors provided such guidance while focusing on the characteristics of critical care represented by managing the worsening conditions of patients in life-threatening situations, learning nursing techniques and medical practice methods specific to this area, and supporting families. Thus, these nursing instructor approaches may have been specific to critical care, and among them, <demonstrating model nursing practices> may be an approach that also makes the most of the environmental characteristics.

〔Aims〕This study aimed to clarify the transforming process of novice nurses’ self-monitoring in multitask performance.

〔Methods〕Semi-structured interviews were conducted with 15 nurses in their third year after graduation. The data were analyzed using the modified grounded theory approach.

〔Results〕A novice nurse faces the need to multitask and deals with“having too much on one’s plate to pay attention to one’s own situation.” However, by reflecting on one’s nursing practice and by interacting with others, a novice nurse is able to understand one’s own level of competency.“Realizing one’s own inexperience through interactions with junior nurses” a novice nurse has been “deepening one’s own understanding of the nursing practice.” Furthermore, by“ becoming more competent and feeling more comfortable,” and by “seeking help while facing a difficulty,” a novice nurse is “becoming able to gain situational awareness and consider appropriate actions according to circumstances.”

〔Conclusions〕Novice nurses engaged in self-monitoring through reflection and dialogues and comparisons with others to deepen their understanding of their own nursing practices. It is suggested that it is important for instructors to understand the transformations of novice nurses’ self-monitoring and to provide educational support specific to each transformation.

 〔Aim〕This study aimed to clarify preceptors’ utilization of artifacts in clinical learning environments.

 〔Methods〕Semi-structured interviews were conducted with 16 preceptors who were working for general hospitals with 300 beds or more, along with training seminars for preceptors having instructional experience of over 3 years. The interviews were based on how to use artifacts in clinical practicum. The data collected were analyzed using a qualitative descriptive method.

 〔Results〕Four large categories were derived from the data analyzed on preceptors’ utilization of artifacts in clinical learning environments: “use what is in the unit as instructional materials,” “incorporate words and knowledge into instructional methods,” “secure instructional time and place,” and “make full use of the available tools.”

 〔Conclusions〕Preceptors used both physical and non-physical artifacts in their clinical practicum instruction. Additionally, the importance of using artifacts in the clinical learning environment to support students’ self-directed learning in clinical practicum was suggested.

 〔Aim〕To clarify the process of knowledge brokering to promote evidence-based practice among nurses.

 〔Methods〕Semi-structured interviews were conducted with 15 nurses who had master's degrees and at least five years of clinical experience. The data were analyzed using a modified grounded theory approach.

 〔Results〕Owing to their “conviction to provide optimal care to patients,” nurses “earnestly engage in improving the quality of nursing practice.” Further, by “observing the actual conditions surrounding staff,” these nurses “ascertain related issues;” “identify/assess the shared evidence” required for a solution; and “introduce, by all possible means, evidence” with “repeated trial-and-error until the evidence takes root.” To ensure smooth progression of these processes, besides “working to refine the abilities of the staff,” nurses also “strengthen the bonds between staff.” In this way, nurses facilitate the process of “instilling evidence” by “strengthening the bonds between staff” and “working to refine the abilities of the staff.”

 〔Conclusions〕The study findings suggested that, within the processes of knowledge brokering, it is important that nurses strive to deepen relationships among the staff and establish education-oriented involvement with them.

 〔Aims〕This study aims to identify the meaning of clinical experience among nursing teachers based on the educational activities of nursing schools.

 〔Methods〕This study employed a narrative research method wherein interviews were conducted with 14 nursing teachers and analyzed based on themes.

 〔Results〕Six themes were extracted : to become a source for educational activities, to use as material for teaching, to identify learning opportunities for nursing students, to convert the mindset of subjects into educational practice, to have an idea of nursing that serves as a belief, and to have an attitude of lifelong learning.

 〔Conclusions〕Through these six themes, the clinical experience of nursing teachers was believed to be related to their convictions to judge and direct their educational activities or their attitude to continue learning and exploring unresolved issues. In addition, it is believed that clinical experience served as an opportunity to determine what to select and identify for students to learn from clinical situations and to judge their timing; thus, clinical experience was utilized for educational activities.

〔Aims〕To understand the current status and discuss the challenges in the usage of Information and Communications Technology （ICT）among nursing faculty.

〔Methods〕An online survey distributed to full-time nursing faculty in Japan.

〔Results〕The number of valid responses was 849. The average age was 46.7 years old, 62.9% of participants worked in nursing colleges, and 41.7% of participants had a graduate diploma. Of the participants, 54.2% found ICT “somewhat interesting” and 44.3% reported that they were “somewhat able to use” ICT. Regarding the greatest usage of ICT, 85.0% of participants stated e-mail, whereas 6.7% stated disclosure of medical information as requiring the least ICT usage. Interest in ICT was significantly correlated with usage of ICT, and interest in and usage of ICT were significantly different among the three demographic groups of workplace, latest academic background, and sex.

〔Conclusion〕To effectively use ICT and information in nursing education, research, and clinical practice, nursing faculty must take an interest in ICT to become competent and literate in informatics.

〔Aims〕This study aimed to elucidate engagement in learning activities of newly graduated nurses who belong to a medical facility with more than 200 general beds.

 〔Methods〕Semi-structured interviews were conducted with newly graduated nurses, focusing on engagement in learning activities. The interviews were qualitatively and descriptively analyzed.

 〔Results〕From the contents of the interviews with 16 newly graduated nurses, 427 codes were extracted that were classified into 62 subcategories and 21 categories. Four large categories were generated:“Behavioral engagement,” “Emotional engagement,” “Cognitive engagement,” and “Agentic engagement.” For newly graduated nurses, engagement in learning activities included reflection on nursing practice, interest in learning tasks, achievement of nursing practice goals, fulfillment of responsibilities as a nurse, adjustment to the learning environment, and involvement of others.

 〔Conclusions〕To help newly graduated nurses work on engagement in learning activities, effective support can be in the form of instructors support for newly graduated nurses’ choices and preparation of an environment where such nurses have an effect on their peers; in addition, instructors should be interested in the newly graduated nurses and answer their questions.