The purpose of this research is to clarify the structure of the study support provided for a student nurse in a clinical practicum in psychiatric nursing and mental health, focusing on the role of the supervisor. The participants in this qualitative, inductive research are 10 male and female nurses who have worked for five or more years in psychiatric wards at one of three different hospitals, and who are acting as practicum supervisors. The researcher performed half-structured interviews with them about their impressions working in this role, and analyzed the results using a Modified Grounded Theory approach. The study support provided by these supervisors in the clinical practicum in psychiatric nursing and mental health exhibited a 3-faceted functional structure consisting of a total of 7 categories and 29 distinct concepts. The three aspects were firstly Target Attainment Support, which could be separated into the five categories of "primary encounter," "overcoming barriers with the mentally disabled," "proactive involvement with the medical treatment team," "promoting an enhanced patient-student clinical relationship," and finally "phasing out the study support"; secondly the aspect of leading students into the Realm of Study, which can be classified as "preventing an early exit from the profession by enticing students into the patient's world"; and thirdly the aspect of Total Mental Support for the whole clinical practicum, which includes the category of "protection from intimidation". This study makes three suggestions: for supervisors, a structured learning support model; for teachers, for whom direct intervention is typically difficult, a means of coordinating with the clinical side; and for the medical care team, a structure for making full use of the practicum system in the treatment of patients.

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This study aimed to elucidate the factors influencing nursng practice related to suicide prevention by hospital nurses. We created a questionnaire consisting of 115 items, based on a reveiw of the literature, and conducted a questionnaire survey for 578 hospital nurses. There were significant differences in nursing practice scores regarding "past experiences of caring for patients with suicidal ideation" and "feelings/thoughts about suicide prevention." Multivariate regression analysis (step-down procedure) revealed that the greatest variable influencing nursing practice was "feeling about suicide prevention," followed by "past experiences of caring for patients with suicidal ideation." Even in hospital wards other than psychiatric units, nurses engaged in nursing practice related to suicide prevention had positive feelings and thoughts about their efforts in this capacity, and they drew on their past experiences of caring for patients with suicidal ideation. For the future, there is an urgent need for implementation of training to instill greater confidence in nurses and to provide them with basic approaches for preventing suicide, as well as for establishment of the support system that allows nurses to express and share their feelings about suicide prevention with others.

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The purpose of this study was to identify the process of changes in awareness of groupwork among people with mental illness attending a community support center. We conducted semi-structure interviews involving 6 persons with mental illness who participated in psychoeducational groupwork delivered by nurses. The interview results were analyzed using the modified grounded theory approach, employing a constant comparative analysis method. As a result, we extracted 4 categories and 2 subcategories. The people with mental illness were found to have participated in groupwork with a core concept of "wishing to be, and becoming the person one wants to be." Their awareness of groupwork developed from "establishing a foundation to gain a sense of reassurance" to "establishing a foundation for change," which then led to awareness of "future possibility." The findings suggested that people with mental illness were active participants with a willingness to change to become the person they wished to be, and that groupwork conducted by nurses was likely to be an effective support method to facilitate such positive changes.

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We aimed to clarify the experiences of psychiatric nurses after feeling negative emotions towards a patient and examine those experiences that did not result in a positive relationship in order to obtain hints for construction of support framework. A semi-structured interview was conducted and obtained data was analyzed in a qualitative and inductive manner. As a result, 28 categories and 82 subcategories were obtained from 317 labels, which were consolidated into the four elements of "contents of harboring negative feelings," "supportive action," "state of mind of nurse," "and "factor influencing on behavior and state of mind" and, by placing those categories on a timeline, a structural diagram of the experiences of psychiatric nurses harboring negative attitudes was created. The results pointed to the precense of different distinctive processes underlying experiences that end in a positive relationship and experiences that do not end in a positive relationship. Characteristics of experiences that did not result in a positive relationship were the presence of anger that crossed the bounds of personal values as a negative emotional content, frequent feelings of being taken aback by a lack of support, a lack of reinterpretation of the situation as a type of helping behavior and the presence of a bias towards a negative evaluation of the situation. For nurses to achieve a positive relationship after experiencing negative emotions, support is needed to help them control their emotions and to reinterpret the situation.

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This study analyzes student nurses' experiences of violence by patients during nursing practice. We conducted a questionnaire survey and semi-structured interviews with 77 senior students, who had completed nursing practice in their respective fields of specialization. The questionnaire survey had a valid response rate of 71.4%. The results indicated that more than 60% of the student nurses had experienced one or more incidents of the following types of violence: slapping, yelling, or obscenities, and that, on an average, each student nurse had experienced three incidents of such violence. The student nurses most frequently reported verbal aggression and stated that they "spoke to other nurses in the same nursing practice team" to cope with the incidents. Furthermore, 30% of the student nurses reported that they vividly remembered the incidents and circumstances under which they happened. The interview surveys revealed the following reactions of the student nurses: some tried to reduce psychological effects by taking an objective stance of noting the patient's action as adhorrent; some blamed themselves for not being able to follow advice given by teachers or clinical advisors after such incidents; and some still felt inner conflict or difficulty in facing the patients again, despite persuation from their advisors. These results suggest that teachers and clinical advisors need to understand the emotional impacts of such violence on individual student nurses and provide support to help them face the patients again.

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