〔Aims〕 This study aimed to clarify the characteristics of failures recognized by nursing students in their clinical practicum. We also evaluated the relationship between nursing students’ perceptions of support from nursing teachers and their risk sensitivity.

〔Methods〕 A self-administered questionnaire survey was distributed to 1,348 final-year nursing students between September and December 2018.

〔Results〕 Responses were received from 812 students, giving a recovery rate of 60.2%. The responses of 750 students were valid（valid response rate, 92.4%）. In total, 300 students（40.0%）stated that they had experienced failures during their clinical practicum. These clinical practicum failures were often caused by students’ carelessness or independent decision making. The risk sensitivity total and subscale scores were significantly higher among nursing students who perceived that nursing teachers had supported their mental health, reflection, and cause analysis than among those who did not perceive this support.

〔Conclusions〕 It is necessary for nursing teachers to provide support for students’ mental health and reflection from a multi-faceted perspective to develop risk sensitivity among nursing students who have experienced failure.

〔Aims〕To identify the problems specific to male students when performing basic nursing tasks in both a practice environment and actual clinical situation and to suggest a way for the students to overcome these challenges.

〔Method〕From August 2015 to March 2016, semi-structured interviews were conducted with 10 second-year male students and analyzed using the Modified Grounded Theory Approach（M-GTA）.

〔Results〕The male students were dissatisfied with the attitude of their teachers and had several negative experiences during their practical sessions. The students proactively dealt with each situation independently, and in collaboration with their female classmates, teachers and instructors were able to complete the activities.

〔Conclusions〕It is necessary to ensure the male students are involved in certain activities where they feel hesitant to participate for fear of being embarrassed. This can be accomplished by the support and cooperation of their female colleagues and teachers.

〔Aims〕To clarify the reflection pattern in a technical examination of students in the early stage of nursing skill acquisition, and to obtain suggestions for technical education of basic nursing education.

〔Methods〕Eighteen nursing students who took a technical examination in a nursing technical practice course for the first time after enrolling in a nursing university participated in the study as research collaborators. Data were collected from recording papers and semi-structured interviews, and analyzed qualitatively and inductively.

〔Results〕Results revealed five patterns as reflection in the technical examination of students in the early stage of nursing skill acquisition. Most of the students accepted their rates by others and modified their behaviors in their patterns.

〔Conclusions〕Our results have suggested need of support to students so that teachers can use the student’s expression as a clue to capture the student’s reflection, and students can give meaning to their own experience and determine the direction of their future efforts for achieving their goals in the technical education of students in the early stage of basic nursing education.

〔Aims〕This study elucidated the process of appropriation for preceptors based on dialog.

〔Methods〕Semi-structured interviews were conducted with 18 nurses playing the role of a preceptor. Data were analyzed using the modified grounded theory approach.

〔Results〕The process of appropriation for preceptors based on dialog consisted of six categories. They experienced“Becoming aware of one’s desire to emulate others” then“Internalizing aspects of others.” Thereafter, they“Attempting to incorporate aspects of others” and were faced with“Experiencing conflict between internalization and one’s values” and“Using trial and error in internalization.” Finally, they“Creating something original from that which was adopted” from others.

〔Conclusions〕Preceptors frequently conducted appropriation not only through spoken dialog, but also by observing interactions with others. It was important for the support of preceptors to set the dialog with others leading to the appropriation and the situation reflecting on themselves.

〔Aims〕This study aimed to investigate the thought processes of first year nursing students during peer leaning. Further, the study examined how first year students perceive and attempt to act on supportive relationships.

〔Methods〕Peer learning was introduced in a communication skills class to build supportive relationships. The reports submitted by first year students after completing the class were analyzed. Vygotsky’s theory was adopted for analysis, and the student’s thought processes were examined by extracting the interrelations of inner speeches.

〔Results〕Consent to participate in this study was obtained from 98 first year nursing students. Similarities in contextual meaning between their reports were examined. The analysis generated the following six categories: “experiences of failure,” “feelings about communication,” “differences between first and second-year students,” “important points to note,” “practical suggestions given,” and “prospects and goals.”

〔Conclusions〕The results indicated that the participating students developed self-reflection skills through peer learning. The results revealed that their thought processes helped them to acquire a shared understanding of behaviors that are necessary to become a professional nurse. Findings suggest that the participating students were able to develop an autonomous attitude toward self-transformation due to thought processes in peer learning.

〔Purpose〕This study aims to identify the clinical judgment of nurses that lead to providing assistance with daily life activities for patients with impaired consciousness hospitalized in intensive care units（ICU）.

〔Methods〕We conducted semi-structured interviews on clinical judgment for assisting in the daily life activities of patients. Participants were six nurses, and we analyzed the interview data using the qualitative integration method（the KJ method）.

〔Results〕The analysis yielded the following seven identifying themes: ‘Decision to provide assistance with daily life activities: assessing the need for and feasibility of care for patients from their situation’; ‘Assessing the need for care in patients with impaired consciousness: Using objective information collected by observing the patients from multiple perspectives’; ‘Understanding unconscious patients who cannot complain on their own: information collected from records and family members’; ‘Family members as advocates for patients and evaluators of the care: Reducing anxiety and building mutual trust’; ‘Maintaining motivation in the nursing：Thinking of patients without giving up continuing care, even with limitations’; ‘Nursing expertise and responsibility: Best efforts to assist daily life along with general care’; and ‘How to treat patients with impaired consciousness: Believe in their recovery and be interested in patients even if they do not respond’.

〔Conclusion〕The findings suggest that nurses have made appropriate clinical judgment in assisting daily life activities by evaluating and reflecting on the nursing, repeatedly.

〔Aim〕This study aims to understand the relationship between the PNS^® self-assessment and the measurement of the belief in cooperation among nurses.

〔Methods〕An anonymous self-rating questionnaire survey was conducted with 181 ward nurses. Participating nurses were classified into low-score and high-score groups based on the mean values of the usefulness of cooperation factor, individual orientation factor, and inequity factor in measurement of the belief in cooperation. For the mean values of PNS® self-assessment, a Mann-Whitney-U-test was performed on each factor to measure the belief in cooperation of the low-score and high-score groups.

〔Results〕For the items of teamwork, nursing, safety, efficiency, and education in the PNS® self-assessment, the scores of nurses with high usefulness of cooperation factors were high, and that of nurses with high individual orientation factors were low. In the item of efficiency of PNS® self-assessment, nurses with inequity factor had low score.

〔Conclusions〕The findings suggest that nurses who positively cooperate with peers would be effective in educational involvement with novice nurses, but nurses who prefer to work alone may not be effective in educational involvement with novice nurses.

〔Aims〕This study aims to develop an FD/SD program on modifying education for students requiring accommodations in practical training for basic nursing education in Japan, and to conduct a Level I assessment.

〔Method〕An FD/SD program was developed at Levels Ⅰ, Ⅱ, and Ⅲ. A Level I assessment was conducted through a cross-sectional study using an anonymous questionnaire given to program participants. It contained questions about matters including an FD/SD program assessment and knowledge on reasonable accommodations possessed prior to training. It was distributed after the program concluded and collected using a collection box. The A University research ethics committee approved this study.

〔Results〕230 questionnaires（81.4% collection rate）were analyzed. An especially high average score of 3.6 was given to the importance of endeavoring to make modifications in education on one’s own, and the necessity of endeavoring to make systematic modifications in education. Satisfaction and usefulness at Level I was rated high, scoring 8 and above in NRS. Only around 30% knew of reasonable accommodations and the Law to Eliminate Discrimination Against People with Disabilities. In the comparison analysis between educators and nurses, educators scored significantly higher on recognition of reasonable accommodations and the importance of endeavoring to make modifications in education on one’s own.

〔Conclusion〕This study indicates the effectiveness of the program. At Level Ⅰ, it ensures feasibility and promotes understanding of modifications in education and reasonable accommodations, and the importance of systematic personal endeavors in addition to independent endeavors.

〔Aims〕The study aims to identify how the learning behavior among nurses with less than three years’ experience after graduation changed from their school years and what factors affect their learning behavior, and to obtain insight for fostering learning behaviors in basic nursing education.

〔Method〕The study was conducted using a semi-structured interview survey on seven nurses with less than three years’ experience after graduation. Qualitative analyses were conducted to examine changes in learning behavior and their influencing factors as both a student and nurse.

〔Result〕Learning behaviors comprised“basic learning habits,”“the application of learning methods that promote understanding” during student years,“an attitude of learning to fulfill responsibility,” and“the application of learning methods that predict need” after graduation.

〔Conclusion〕Results suggest the necessity of envisioning the clinical scenario during the early stages of nursing education, improving education to maximize the positive impact from others, and revising the education method so as not to obstruct the learning behavior.

〔Aims〕Clarify the actual situation and related factors of the role performance of the chief nurse working in the ward at the university hospital.

〔Methods〕The subjects were 1786 chief nurses working in wards at 53 university hospitals with 100 beds or more nationwide. A questionnaire survey was conducted on individual characteristics, organization-related characteristics, role performance, and excellence in nursing practice. The relationship between role performance and factors was examined by multiple regression analysis by the stepwise method.

〔Results & Conclusions〕We analyzed 847 valid responses（recovery rate 51.1%）. The actual situation of role performance showed a relatively high score. Regarding related factors, a significant positive correlation was shown with the excellence self-assessment scale of nursing practice. In addition, self-improvement / learning ability, experience of educators, and job descriptions of chief nurses were related. Since the excellence of nursing practice is related to the role performance of the chief nurse, it was suggested that it is effective to appoint a person who has systematically made efforts to excel in nursing practice in the specialized field as the chief nurse. In addition, the importance of organizational support such as providing opportunities for self-improvement and clarifying the roles and abilities of chiefs through job descriptions was suggested.