〔Aims〕This study aimed to the transition experiences of nursing students who moved from on-campus to on-site learning.

〔Methods〕Semi-structured interviews were conducted with six adult nursing students at a three-year nursing school. The data were analyzed using the qualitative integration method （KJ method）.

〔Results〕 The following eight symbols were extracted from the analysis of transition experiences of nursing students with work experience who relocated to on-site learning: “pride in one’s own strength,” “doubts about one’s own strength,” “pressure and difficulties in a different setting than on campus,” “supports from around people and without being overwhelmed relationships with peers,” “joy gained through nursing,” “integration of working experience and nursing characteristics,” “increased motivation to realize dreams,” and “anticipatory anxiety of further trials.”

〔Conclusions〕Nursing students with work experience had various ambivalences, such as conflicting perceptions of their own abilities and the reshaping of their once-established identities when they transitioned to learning in a clinical setting for practical training. The findings of this study suggested that since ambivalences change during practical training, nursing students with work experience need support in accordance with these changes.

〔Aims〕This study aimed to clarify the approaches faculty members use to encourage students who are beginners in nursing techniques to ‘gain a feel for them’ with their own senses.

〔Methods〕A qualitative descriptive research design was used. Study participants were five faculty members and 12 students from three nursing universities. Participant observation in the practical setting and semi-structured interviews （including informal interviews during the practical work） were carried out. The settings were reconstructed from verbatim recordings and field notes, and themes were extracted.

〔Results〕The following six approaches were found: 1. faculty members describe their own senses to the students without modifying, 2. faculty members show their physical movements to provide an idea of how to move, 3. sharing senses with students by creating a harmonious atmosphere, 4. show students in a way that they notice the gap between the ideas they have formed and reality, 5. touch the students to direct them to the correct position, and 6. describe actions using methods that are easy for the students to imagine.

〔Conclusions〕The present results suggest that beginner students use faculty members’ sensations as an anchor that encourages them to notice their own physical sensations, upon which they actively perform reasoning and use their own senses to gain a feel for the techniques.

〔Aims〕To elucidate the characteristic ease and difficulties experienced by newly graduated nurses in accepting instruction related to nursing practices from preceptors, as well as factors that influence instruction acceptance.

〔Methods〕Qualitative inductive analyses were performed for semi-structured interviews of 23 newly graduated nurses.

〔Results〕Easy-to-accept instructions were classified into four categories, including “instruction that leads to specific practices, solutions, and growth,” and difficult-to-accept instructions were classified into four categories, including “absence of advice that leads to practices and growth, and instruction that does not help learning.” Three factors were classified as easy-to-accept, including “I felt the need to receive guidance so that I could grow and not cause any inconvenience to the patient.” Conversely, four factors were classified as difficult-to-accept, including “not voicing one’s opinion despite feeling uncomfortable about the instruction owing to fear of negative assessment.”

〔Conclusions〕Preceptors should strive to build a relationship with newly graduated nurses, take their feelings into consideration, and clearly convey the purpose of instruction. Additionally, they should provide specific instructions that would be helpful for newly graduated nurses for problem-solving.

〔Aims〕This study aims to identify the nursing students’ experiences of comprehending critically ill patients in the Intensive Care Unit.

〔Methods〕Data for this study were collected from March 2018 to May 2018. Semi-structured interviews were conducted with five nursing students who participated in acute care nursing practice in the ICU. Qualitative content analysis was used to analyze the data.

〔Results〕Nursing students’ experiences included “perceiving the patient based on patients’ appearance and their own previous experience”, “recognizing their own ambiguity and the negative impact on the patient”, “knowing how to interact safely with the patient eases fear and tension” and “understanding the patient and changing how they perceive the patient”.

〔Conclusions〕Despite differences in the conditions of the critically ill patients received by the nursing students, the experiences of the nursing students were generally similar. The nursing students’ experiences bridged the gap between the students’ assumptions of a “normal patient” and a critically ill patient. Through this experience, the nursing students also became aware of the critically ill patient as an “object of care”. The instructors knowledge of the students’ experiences help facilitate students’ learning to understand patients in critical care area practice.

〔Aims〕To clarify difficult experiences and coping behaviors in students’ relationships with their clinical instructors during clinical practice.

〔Method〕 Semi-structured interviews were conducted with nine second-year nursing school students.

〔Results〕Difficult experiences were grouped into seven categories. At the Basic practical training stage, nursing students are not confident in the knowledge and skills they have learned so far, cannot judge what is right and what should be prioritized, and cannot use knowledge and skills tailored to the situation. Coping behaviors were grouped into seven categories. Students took action to solve problems and dealt with them positively, and controlled their feelings to make their situation easier.

〔Conclusions〕The students had the ability to overcome their difficulties without being discouraged. This is a strength on the part of the students, and it was suggested that educational support is needed to draw this out.