〔Objective〕An evaluation scale to practice education is necessary to improve the ability of mid-career nurses to impart education. This study aimed to verify the reliability and validity of a scale to evaluate mid-career nurses’ ability to impart education.

〔Method〕Scale items were created based on previous studies by concept analysis. The questionnaire comprised 51 items. After evaluating content validity, seven hundred forty mid-career nurses at three medical institutions were eligible to participate. These items were evaluated using exploratory factor analysis. Reliability was evaluated using Cronbach’s alpha. Pearson’s correlation coefficients estimated the concurrent validity; construct validity was analyzed using confirmatory factor analysis.

〔Results〕One hundred fifty-nine surveys were included in the data analysis. The exploratory factor analysis identified 19 items among four factors: “Ability to build a team,” “Ability to lead others according to their individual goals,” “Ability to communicate with others with respect,” and “Ability to explore solutions to problems.” The confirmatory factor analysis results were Goodness of Fit Index （GFI）=.856, Adjusted Goodness of Fit Index （AGFI）=.813, Comparative Fit Index （CFI）=.915, and Root Mean Square Error of Approximation （RMSEA）=.067. Cronbach’s alpha coefficient ranged from .727 to .899 for all 19 items and each factor. Regarding concurrent validity, a moderate to high correlation was detected between this scale, the “Self-Assessment Scale of Competency for Nurse Educators who Support Novice and their Preceptors （SS-CNE） Ver. 1,” and the Human Skill Scale （r=.637; r=.822, p<.01）.

〔Conclusions〕The reliability and validity of the Scale to Evaluate Mid-Career Nurses’ ability to Impart Education were confirmed. The scale comprised four factors and 19 items.

〔Objective〕This study was conducted to measure the frequency of use of commonly held in nursing education by benchmarking survey and thereby to obtain suggestions for concept-based education methods to promote students’ thinking and proactive learning for nursing practice.

〔Method〕75 schools out of 253 member schools of the Japan Association of Colleges of Nursing Education which invited to participate in the study were considered as participants upon return of the questionnaire （response rate: 30%）. A simple percentage comparison study following the previous study was conducted. To capture the actual status of schools that “teach at least one class （90 minutes） in the list of concepts”, we coded the responses of each school in the list and compared the number of schools that responded （frequency n） as a percentage （rate） out of the total of 75 schools.

〔Results〕The mean, maximum, and minimum percentages for the 65 items on the survey concept list were 59%, 92%, and 16%, respectively. The standard value was set at 60%, a numerical value close to the mean value of 59%, 35 concepts from the survey concept list were taught at a frequency of 60−92% （i.e. 20 concepts were used 70−92% and 15 concepts were used 60−69% of the time） in basic nursing education.

〔Conclusions〕The results of this study indicates that the benchmarked frequently used concepts are prevalent and in general use. This suggests that the 35 benchmarked frequently used concepts are general concepts that could be used for concept-based learning related to nursing education.