〔Aims〕To clarify the transitional experiences of faculty members who moved from nursing school education to nursing university education.

〔Methods〕Semi-structured interviews were conducted with nine faculty members who have been working at a nursing university for at least one years after obtaining a master’s degree and had five years of nursing school education. Data were analyzed using qualitative descriptive analysis.

〔Results〕The analysis yielded the following four identifying categories: The research participants moved to the nursing university with the experience of expecting that they could change themselves and their environment through university education. In the new environment, they were perplexed by ‘the experience of feeling that they could not make use of their abilities in university education’, but eventually they had ‘the experience of accepting the current situation and realizing the advantages of university education’. In the process, they had ‘an experience in which their cultivated view of education supported their positive attitude toward university work’.

〔Conclusions〕The research participants moved with a clear intention to grow in a better research environment. However, they experienced various embarrassments due to the differences in university organizations and educational methods, but they were able to positively tackle university education by reflecting on their experiences and learning before their transition. It is suggested that the host organization needs to provide training and a place for discussion.

〔Objective〕This study aimed to determine the current educational needs（EN）and the characteristics related to EN among generalists with more than 10 years of clinical experience who work in medium-sized hospitals without holding a position.

〔Method〕A questionnaire survey was administered to 1,004 generalists, and basic statistics and t-tests, one-way ANOVA, and multiple regression analysis were used for statistical analysis.

〔Results〕The mean total score of the EN assessment tool was 82.9（SD±15.1）, which corresponded to the medium score range. Within the questionnaire, ten variables assessed the characteristics related to EN; three of those variables were “existence of career goals,” “number of professional journal subscriptions per year,” and “level of participation in internal and external hospital training.” Four variables, or characteristics, were found to affect EN: “sex,” “existence of professional journal subscriptions,” “nursing units,” and “existence of an atmosphere that promotes motivation to learn.”

〔Conclusions〕The study’s questionnaire results suggested several requirements for fulfilling the EN of generalists, including training inside and outside of the hospital that leads to both the acquisition of knowledge and the research results necessary for practice, participation in conferences, understanding the necessity of subscribing to professional journals, and training that supports career goalsetting. Generalists must position self-learning as an important and central initiative.

〔Aims〕This study aimed to identify differences between nurses’ and undergraduate nursing students’ perceived patterns of necessary care for patients; it also aimed to consider nurses’ intentions regarding fundamental nursing care.

〔Methods〕We conducted a questionnaire survey that included three case scenarios. Participants comprised 205 nurses and 138 nursing students. The collected data were analyzed using text mining that utilized a co-occurrence network. The necessary care for patients was categorized using the Fundamentals of Care（FoC）elements.

〔Results〕There was little difference in how nurses and undergraduate nursing students perceived necessary care for patients. However, <rest and sleep>, <expressing sexuality>, and several codes regarding practical care were extracted as necessary care only by nurses. Meanwhile, <personal cleansing and dressing> and {a boyfriend} under the category of <comfort> were extracted as necessary care only by nursing students.

〔Conclusions〕While nurses considered specific and practical care based on their clinical experiences, they did not consider patients’ hygiene and inflexible care based on an empathic understanding of patients. Thus, it may be necessary for nurses to perform self-inspection regularly to ensure they have provided patients with the required fundamental nursing care.

〔Aim〕The aim of this study was to clarify the concept of “independent learning” in nursing education through interviews with nursing students who were actively learning at nursing universities.

〔Method〕Text mining（hierarchical cluster analysis）of content from interviews with 11 nursing students（first to fourth year students）from Nursing University A regarding independent learning.

〔Results〕Nine clusters were extracted, namely “individual learning through reflection of class content,” “enjoyment of learning,” “sparking intellectual interest,” “encouragement from within the same student cohort,” “being stimulated by students from other student cohorts,” “impact from a suitable study environment,” “modular learning system,” “deepening of interest through interconnections,” and “awareness of the significance of learning.”

〔Conclusions〕Our findings suggest that nursing students view the term “independent learning” as the practice of self-controlled learning methods and cooperative learning activities, and nursing students are motivated by an awareness of learning objectives and positive experiences that promote learning.

〔Aims〕The objective of the present study is to clarify factors that promote nursing students to learn other-oriented empathy through perioperative training practices and to elucidate effects on nursing care performances with the acquired empathy.

〔Methods〕Semi-structured interviews were conducted with eight nursing students and qualitative descriptive analysis was performed to examine the interview data.

〔Results〕Factors, such as “an appropriate understanding for postoperative patients in medical changes and living conditions” and “awareness and insight regarding anxieties, nervousness, and hope, of patients and their family members towards a surgery” promoted nursing students to learn other-oriented empathy. Nursing students acquiring other-oriented empathy “performed active nursing care for postoperative wound pain, and incommodious conditions” and “provided nursing care based on a patient-centered approach.”

〔Conclusions〕In the process of promoting other-oriented empathy, students gained an understanding of wound pain relief of patients and incommodiousness in a meal. Teaching faculty must educate students to attain expertise for practical usage without fail, and to obtain nursing abilities for understanding symptoms and conditions of patients’ daily life activities and for contrivance in support methods with a rationale for individual patients.