The purpose of this research was to explore the components of clinical nursing practicum for the student nurses. It was conducted through analyzing real clinical situations on a viewpoint of instructions as Teaching=Learning Process. The grounded theory approach was used for data analysis. The subjects of this research were the diploma student nurses on the floor for the clinical practicum and the registerd nurses working on the same floor as the student nurses, who took care of the patients as well as instructed the student nurses. The major categories of clinical nursing practicum were classified by interactions among the student nurses, the instructors and the patients. It was suggested as results of the research that the followings were requirements to have clinical nursing practicum established as Teaching=Learning Process. 1) The teacher evolves teaching activities with assessing both learning process of students and nursing care being accepted by patients. 2) The teacher makes the part of her/his own nursing practice as teaching materials and presents it to students. 3) The teacher obtains general teaching skills. 3) The students recognize their own learning tasks and learn to attaining their goals. 5) Interactions and Transactions occur between the teacher and the students continuously.

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The purpose of this study was to find out factors that influenced quality of nursing care. For this purpose. it was attempted to extract factors that influenced nurse's behavior in nursing situations, where nurse performed nursing activities for urination and respiration. The grounded theory approach was selected for research method. 8 categories were extracted as 8 factors. 1. Factor related to patient. It was constructed of 4 subcategories; patient-actions come out by oneself, patient's reactions, disturbances carried on by patient and personal informations of patient. 2. Factor related to family. It was constructed of 2 subcategories; actions come out by family and family's reactions. 3. Factor related to individual nurse. It was constructed of 7 subcategories; problem solving thinking, nursing knowledge, common sence, nursing skill, attitude toward patient, attitude toward family and experience. 4. Norm in a ward. It was constructed of 2 subcategories; overt norm in a ward and covert norm in a ward. 5. Comunication system of nursing information. It was constructed of 2 subcategories; described information and verbal communication among nurses. 6. Situational factor. It was constructed of 2 subcategories; contingent aspect and temporal aspect. 7. Physical environment factor. It was constructed of 2 subcategories; material environment and space environment. 8. Unknown factor.

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