To clarify the process of learning nursing knowledges, skills, and attitudes, a "Scale of Requirements for Nurses" was prepared. This scale incorporated three elements of nursing:integrated nursing knowledges and skills,elementary nursing knowledges and skills,and nursing attitudes.The reliability and the construct validity of the scale were evaluated. Next, requirements for nurses and requirements fulfilled by students were investigated in 187 students. in the first to third grades of the Division of the Science of Nursing, College of Medical Technology, Kyoto University.

　Students of all three grades understood the three elements required for nurses at consistently high levels. The extent of fulfillment of the requirements was highest in nursing attitudes in all three grades. Significant increases were observed in integrated and elementary knowledges and skills of nursing in the third grade.

　The demanding nature of the requirements suggests the importance of motivation of students. The increase in the extent of fulfillment of the requirements concerning knowledges and skills in the third grade suggests the effect of clinical practice. Also, the poor fulfillment of requirements concerning integrated knowledges and skills of nursing suggests the need to improve post-gradate education.

　An analysis of students' perceptions of the experience of illness was carried out among 17 sophomore students of a university nursing program. Students were assigned to write a report on their own memories of being ill and their perceptions of the illness experience as patients. Content analysis of the portion of the report about their own memories of being ill revealed the following categories: 1) facts about personal illness experiences, 2) coping with activities during their illness, and 3) their personal feelings. Most of the report was about the third category, their personal feelings included pain, affliction, anxiety, loneliness, sorrw and others.

　Content analysis of the portion of the report about their perceptions of the illness experience as patients revealing the following categories: 1) the ill person's fellings, 2) interpretation of being ill, and 3) need for care. Most of the descriptions were about the ill person's feelings. They included feelings of anxiety, fearfulness, weakness, fretfulness and loneliness. Content analysis also suggest that there is a relationship between the perceptions of the experience of being ill and actual feelings of anger, pain, fretfulness, sorrow, loneliness, impermanence and security .In this case, the students perceptions of the illness experience ineluded an interpretation of the illness and understanding of the patient's need for psychosocial care.

　Continuing quality education for intensive care nurses is an important part of quality care for critically ill patients.To assess the educational programs currently employed,a questionnaire was mailed to 107 nursing directors of major emergency hospitals in October 1994.The response rate was 78%.Results indicated the followings: 1) A specific program, varying by the length of experience as a registered nurse,was adopted in half the hospitals. More than 60% of the hospitals put individual teaching with preceptors into practice. 2) Factor analysis of the 52 nursing skills to be taught extracted five factors. It was evident that the priority of educational intervention was placed on the factor labelled as "mastery of advanced technologies used in intensive care."

　Relatively weak efforts were made concerning the factor of "biopsychosocial skills". 3) There was a significant difference in the amount of educational intervention between the hospitals specializing in acute medicine and the hospitals which have an intensive care unit.

　This study was conducted to investigate the relationship between the scores obtained on Egogram and grades given to nursing students for the sophomore clinical practice in surgical nursing. #Ninety seven nursing students in the sophomore class were given the Egogram before their surgical nursing experience.#Results were classified into the profiles, CP, NP, A, FC, and AC. #Resetting was done when the students became seniors which was after they had completed their surgical nursing experience. #A transition pattern was deter mined using the change of score from the sophomore to the senior year. #Each student's grades for clinical practice in surgical nursing were then obtained.

　A correlation between the Egogram transition pattern and the surgical grades was done with the following results.

　1) There was a transition pattern(N) in the change of score from the sophomore to the senior testing.

　2) #In the group with a superior FC profile during the sophomore year, #grades for slicing practice in surgical nursing were lower than those grades of students without superior FC profiles in the sophomore year. When the students with a superior FC profile during the sophomore year were promoted to the senior class,#there was no obvious change in the FC profile.

　3) The students who had grades of less than 80 points for clinical practice in surgical nursing showed a superior AC profile in the senior year. #However, their scores on the A and FC profiles were low. #These results suggest that teaching staff need to advise the students that they could improve their ego state.