〔Aims〕This study aimed to clarify the relationship between emotional intelligence and ethical behavior of nurses.

〔Methods〕The study conducted a questionnaire survey of 2,000 nurses. The statistical analysis was performed by calculating basic statistics and conducting a correlation analysis and multiple regression analysis. The collected data were presented as frequency, percentage, mean, and standard deviation, and analyzed using Spearman’s rank correlation analysis and forced entry method; IBM SPSS Statistics for Windows, Version 28.0 was used for the statistical analyses.

〔Results〕Data from 331 respondents were analyzed. The Emotional Intelligence Scale score was 4.59 ± 0.65 and Ethical Behavior Scale score was 4.43 ± 0.49. The multiple regression analysis revealed that the adjusted coefficients of determination for the four subfactors of emotional intelligence were .124 for “risk aversion,” .238 for “good care,” and .087 for “fair care.” For “risk aversion,” “self-emotion appraisal”（β = .151, p = .012） had the largest standard partial regression coefficient; for “good care,” it was “others’ emotion appraisal”（β = .221, p <.001）.

〔Conclusions〕Differences in the degree of influence of emotional intelligence on ethical behavior were observed for each subfactor. Thus, enhancing “others’ emotion appraisal” and “use of emotion” can lead to ethical behavior of nurses.

〔Aims〕The purpose of this study was to provide clinical guidelines on nursing care to support the empowerment of patients with chronic kidney disease（CKD）.

〔Methods〕The questionnaire consisted of 81 items based on Nishioka & Nakano（2017） and asked for opinions. A four-point scale ranging from “very important（4 points） to not important（1 point）” was utilized.

〔Results〕The final number of participants was 55（recovery rate of 24.9%）. There were no items with an agreement rate of less than 51%, thus resulting in 71 items. In the third round, 62 items had an agreement rate of 90% or higher, 5 items had an agreement rate of 70% or higher but less than 90%, and 4 items had an agreement rate of less than 70%．

〔Conclusions〕All items with an agreement rate of 51% or higher could be used as clinical guidelines. The items with an agreement rate of 90% or higher would be important guidelines for all stages of CKD in the conservative phase. The other items would require clinical guidelines to be presented so that the appropriate content could be selected based on individual circumstances.

〔Aims〕To investigate relationship resilience via individual and environmental factors among new nursing faculty members, the actual state of resilience, and the impact of resilience on workplace adjustment.

〔Method〕A self-administered, anonymous survey of full-time faculty members at 263 nursing colleges nationwide was used. We focused on faculty members who had been working for less than three years.

〔Results〕A total of 352 responses were collected, and 306 valid responses were included in the analysis（valid response rate: 86.9%）. There were significant differences in total resilience scores based on job position and the presence of a supervisor with whom the respondent could consult. A multiple regression analysis with workplace adjustment as the dependent variable revealed significant effects of the resilience subscale for emotional adjustment（β =.320, p =.000） and positive future orientation（β =.304, p =.000）（R².361）.

〔Conclusions〕Positive future orientation in regulating one’s emotions and having hope for the future were found to be important for new nursing faculty members to adjust to the workplace.

〔Aims〕This study aims to identify the experiences that third-year nurses after graduation working at a university hospital perceived as contributing to their development as nurses during their second year, and to examine measures to support their development as nurses.

〔Methods〕Semi-structured interviews were conducted with six third-year nurses working at University Hospital A who were confident of their development, and the interview data were analyzed using the qualitative synthesis method（KJ method）.

〔Results〕The third-year students stated that they felt a sense of liberation in the second year because senior nurses turned their attention to novice nurses, but at the same time they felt anxiety and responsibility. They also felt themselves immature when they were not able to deal with new tasks, but they felt the approval of seniors and colleagues while making efforts with the support by other nurses. Although they sometimes still felt themselves as immature, they were aware that they were on the way to become competent nurses by their increasing experience.

〔Conclusions〕The second-year nurses were inspired by the awareness of their immaturity, were able to independently engage with patients, and felt that they were being helpful for others. Building relationships with people around them and acquiring a place to belong-to contributed to their development. It is necessary to provide support from an early stage when these nurses deal with new tasks, as well as support to help them feel a sense of place, and support to help them understand that the experience of immaturity is an experience for development.

〔Aims〕This study aimed to identify the process through which teachers of nursing build their competence, focusing on their experiences.

〔Methods〕The narratives of subjects with 18 years of teaching experience were analyzed, using the Trajectory Equifinality Approach（TEA）. We also noted their “crossroads” experiences and imagined how these educators used their creativity to find new dimensions.

〔Results〕At these crossroads, “clashing with students and looking back on their relationships” acted as a trigger. The teachers continued their exploration into the meaning of education while managing numerous issues, drawing on their ideas about “the students’ active careers after graduation” and “the existing situation of students who have limited life experiences” as resources. This process generated a trans-diction-based solution: that a teacher is not a one-way provider of knowledge and information. At such crossroads, they encountered conflicts between social pressures—such as differences in values among the teachers and the complexity of training facilities—and social support—such as collaboration in clinical practices and interactions with mentors in teacher training programs—while developing their competence as teachers.

〔Conclusions〕A series of analyses unveiled the image of the nursing instructor who continues to grow through mutual interaction.