〔Aims〕This study aims to verify whether a class improvement program enables nursing teachers to think about class design and enhance their teaching activities.

〔Methods〕Action research was conducted with 21 nursing teachers at vocational schools of nursing. A qualitative analysis was carried out using what they said during the program, and feedback from job sheet after the program were used to clarify the nursing teachers’ learning from the program. Additionally, we conducted a survey using a class design thinking evaluation scale and the General Self-Efficacy Scale（GSES）before, during, and after the program.

〔Results〕19 learning categories were revealed by the qualitative analysis. Unit 1 included 〔biased student perspective〕 and 5 other categories. Unit 2 included 〔secrets of teaching strategies〕 and 4 other categories. Unit 3 included 〔views on learning strategies〕 and 3 other categories and Unit 4 included 〔rediscovery of learning methods〕 and 3 other categories. In the comparison of both the class design thinking evaluation scale and the GSES, the scores were higher after the program than before.

〔Conclusions〕The results suggest that participating in the class improvement program would foster new perspectives and ideas about students among nursing teachers, improve their self-efficacy in teaching activities, and facilitate reflection.

〔Aims〕To develop a Self-Regulated Learning Strategy scale for Nurses （SRLSN scale） and investigate its validity and reliability.

〔Methods〕A total of 1,009 participants were included in the analysis （valid response rate 59.4%） and included nurses who had over three months of clinical experience. The original version of the 39-item SRLSN scale was developed through content validity, surface validity and a pilot study （5-point Likert scale）.

〔Results〕Structural aspects were examined through exploratory factor analysis. The 30-item SRLSN scale with four factors: （1） Reflective Learning Strategy, （2） Advancement-oriented/Expanding LS, （3） Motivational LS, and （4） collaborative LS. Cronbach’s alpha was .93 and showed high internal consistency. Confirmatory factor analysis assessing fitness of the model to the data was CFI=.909 and RMSEA= .054. Test-retest reliability showed to be r=.79 （p=.00） in the total scores of the SRLSN scale.

〔Conclusions〕The validity and reliability of the SRLSN scale was confirmed.

〔Purpose〕To clarify male nursing students’ aspects of professional identity formation as nurses.

〔Methods〕Semi-structured group interviews were conducted with 10 male students in their fourth year at the Department of Nursing of University A divided into two groups.

〔Results〕The collected data were analyzed qualitatively and descriptively, and five categories were extracted：“Acquiring the image of the role model nurse for themselves,”“Conflict between their personality and their perceived image of the role model nurse”“Strong awareness of being male,”“Wanting to overcome the gap in learning opportunities,” and “Realizing the strengths of male nursing students as minorities.” Additionally,the results showed that male nursing students have internal awareness of positive and negative experiences.

〔Conclusions〕Male nursing students were able to acquire an aspirational nursing image, based on experiencing negative reactions from others and encouraging positive experiences from role models. Owing to their exposure to inhospitable negative experiences and warm positive experiences they developed an awareness of being a male nursing student.

　The existence of role models is important for male nursing students’ professional identity formation, and educational support is needed to leverage strengths and overcome disadvantages.

〔Aims〕The aim of this study was to create a tool to support the professional development of newly appointed assistant professors in nursing colleges, and to examine the validity of the tool as well as how it can be used based on dialogue through mentoring.

〔Methods〕The draft of the tool based on the career development ladder was created based on previous research, and the draft was revised after collecting opinions at an academic conference. Then, seven university faculty members were interviewed about the appropriateness of the tool. Data were analyzed qualitatively. This study was approved by the Ethical Review Committee of the author’s university.

〔Results〕The results of the interview indicated that if the purpose of the tool is to support independent professional development, a rubric is more appropriate than the ladder. Therefore, the original draft of the tool was revised to a tool with 38 items in 7 categories and 3 levels of criteria based on rubrics. Although the participants agreed with the mentoring program, it was expected that there would be difficulties in introducing the program.　

〔Conclusions〕The combination of rubric-based tools and mentoring　program will be effective in supporting the independent learning and role transition of new assistant professors. The tool needs to be validated and refined through implementation studies.

〔Aims〕To examine the effects on learning of both role-playing using a wearable simulator which was developed, and of the outward appearance of the wearable simulator itself, with students as simulated postoperative patients.

〔Methods〕A qualitative descriptive study using semi-structured interviews was conducted with eight students who experienced the role-play.

〔Results〕The following learning effects were extracted from the role-plays: “concrete understanding of the treatment given to post-operative patients,”“awareness of difficulties and points to remember when assisting with getting out of bed for the first time,”“understanding of the patient’s pain and difficulty in moving,”“awareness of patients’ psychology,”“recognition of inexperience in observation skills,”“sharing a reconsideration of nursing plans and procedures through discussion,”“understanding of how to get out of bed comfortably,” and “a sense of reassurance for clinical practice.”

〔Conclusions〕Although the wearable simulator contributed considerably to the extracted learning effects, it was thought that learning effects were due to the realistic setting up of simulated patients, tasks and simulated patient experiences, apart from the simulator. It was surmised that the appearance of the wearable simulator did not influence the learning effect because the simulated patients were visualized.