Science of nursing education is an academic discipline which have objects of study that are elements in education of nursing science. Nursing clinical practicum is one of objects of study in science of nursing education. Utilization of findings which research product in science of nursing education should facilitate high quality of faculty's teaching activities in nursing clinical practicum. This issue describe real case in utilization of findings in researches which are about faculty's teaching behavior in nursing practicum. The problems for promotion in teaching activities are utilization of findings in precedent researches in science of nursing education and use for evaluation in nursing practicum. Recommendation for further reseach is to investigate characteristic of specific domain's nursing education, that should mean developmental utilization of research findings.

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The purpose of this study was to conceptualize nurses' behavior in home health care nursing. Methodology for Conceptualization of Nursing was adapted. Five experienced public health nurses participated in this study. Data were collected through participant observation without intervention, which were analyzed with the method of constant comparative analysis. 336 codes, 41 sub-categories and 16 categories were found. Consequently, 6 concepts emerged. These concepts were as follows: 1) Making the nursing problems clear and sharing them with clients and their families. 2) Solving and avoiding problems of clients and families by sharing nurses' knowledge and skills and by cooperating with medical and welfare. 3) Supporting and reinforcing clients and their families to adapt to their situations. 4) Maintaining and developing interactions between nurses and clients and their families. 5) Protecting the privacy of clients and their families and avoiding unnecessary interaction. 6) Maintaining and enriching the relationship among family members. The comparison between the result of this study and that of proceeding research, which revealed the behavior of hospital nurses, suggested the following three characteristics of nursing practice in home health care. 1) Nurses share the problems of clients and their families. 2) Nurses maintain the relationship among clients and their families by keeping in contact with them and protecting their privacy. 3) Nurses apply their professional skills according to the situations of the families and by cooperating with other professions.

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The purpose of this study was to conceptualize learning experiences of transferred students to baccalaureate nursing program immediately after graduating from junior colleges, and to find out the indicators for understanding the transferred students, comparing similarities and differences of the experience with those of students who had practical nursing experience before transferred to baccalaureate nursing program. Methodology for Conceptualization of Nursing was used as research methodology. Data were collected from graduates who had transferred to baccalaureate nursing program, through semi-structured interviews. Seven explanatory concepts emerged as follows; 1) Progress of learning and goal attainment through scheduling their studies and then carrying it out; 2) Facing and solving problems in the learning process; 3) Recognizing significance of baccalaureate nursing program and valuing to take it up; 4) Deepening of understanding others, oneself, and nursing by interacting with various type of people; 5) Parting from their school lives by determining their way after graduation; 6) Being aware of estrangement from nursing practice, engaging in theoretical studies, and of the necessity for approaching practice; 7) Searching for new challenges and own abilities by taking advantage of their free time during school lives. Finally we pointed out three indicators from our discussion. These are (1) How to relate to their surroundings as the minority in general students, (2) What characteristics and learning tasks they have as an adult learner, (3) What degree of acquired ability as an adult, and what about quality and quantity of their life experiences before admission.

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The purpose of this study was to identify the learning needs of hospital based nurses and discuss the characteristics of those needs. The instrument, which consisted of the closed-ended questions asking whether they have learning needs, and the open-ended questions asking what kind of learning needs they have, was mailed to 943 hospital based nurses in Japan. Among the 590 responses received, 520 responses which completed the open-ended questions were analyzed by Berelson's content analysis method. As the result of the analysis, 28 categories were formed, such as (a) theory, knowledge, technique, and attitude necessary for nursing practice to meet the specialty of each nursing unit, (b) theory, knowledge, and technique to reinforce nursing students and staff nurses, (c) theory, knowledge, technique, and attitude to carry out the role as a leader or a member, (d) knowledge of law and system for nursing practice, method of how to use them, (e) knowledge and technique to utilize research findings for evidence-based nursing practice, and (f) knowledge and technique to evaluate oneself and of self management. The agreement rates calculated by the formula of W. A. Scott were 71.5%, 75.6%, 76.4%, therefore reliability of 28 categories were confirmed. The discussion, focused on the connection, among those categories that 28 learning needs were structured into 6 compositions. The compositions were 1) professionalizing learned contents to meet criteria of each nursing unit, 2) demonstrating diverse educational functions, 3) carrying out the role as a person taking part in organizational management, 4) using up to date methods to meet changing society, 5) increasing efficiency of nursing practice and ensuring the quality of nursing by conducting research and using research findings, and 6) acting autonomously to continue to develop oneself in a nursing profession.

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