This study conceptualized preceptors' behavior, and identified the preceptors' role for new graduate nurses. The Methodology for Conceptualization of Nursing was used. Data on the interactions between preceptor and new graduate nurses or others were collected through participant observation without intervention. As a result of continuing comparative analysis, the following thirteen concepts emerged: (a) Collection the observations on new graduate nurses for individual precepting planning, (b) Planned and individual precepting and evaluating, (c) Failed precepting plan by unplanned precepting, (d) Facilitating the interaction between new graduate nurses and client by relieving new graduate nurses' burden and client's fear, (e) Supporting and acting for new graduate nurses' behavior for the quality of nursing care, (f) Interpreting phenomena of problems to continue new graduate nurses' work, (g) Promotion new graduate nurses to usual heart from discouragement by mental caring, (h) Identifying problems and teaching methods of problem solution through observation of new graduate nurses, (i) Withholding response to new graduate nurses' request for autonomous learning, (j) Teaming with staff nurses for continuing preceptership, (k) Receiving encouragement from client by introducing the preceptor's role, (l) Conflicting between precepted new graduate nurses and nursing care, and (m) Discontinuing and resuming precepted new graduate nurses due to dealing with the task problem. These concepts suggested seven preceptor roles including "collecting the observations on new graduate nurses for individual precepting plan," "precepting planning and evaluating," and "aiming at new graduate nurses' goal attainment and patient safety."

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The purpose of this study was to conceptualize the teaching activities in the class of small group learning mainly on discussion among students. For this study, methodology for Conceptualization of Nursing was applied. Data on interactions between faculty and students or among faculty in the small group learning were collected through participant observation without intervention. As a result of continuing comparative analysis, the following 12 concepts emerged: (a)Explaning the syllabus and significance to achieve the goals of the class, (b)Repeating reduction and expansion of a field of view from a group to an individual, (c)Keeping the interference to respect active learning and offering a clue to promote the learning, (d)Appreciating the learning situation to decide whether or not to go next stage of the class, and so on. These concepts suggested that requirements for faculty who facilitate the small group learning include the following: (1)Respecting students' active learning, but intervening it to achieve the goals of the class, (2)Indicating the goals which both a group and an individual should attain, and assessing both the group and the individual goals attainment, (3)Assessing and improving the teaching plan drawn up beforehand to equalize or advance student achievement, (4)Smoothing interaction between faculty and students by acceptance of students' demand and relaxation of their strain, and (5)Preparing for the situation unexpected of difficult to correspond and cooperating with the other faculty according to the circumstances.

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The purpose of this study was to identify the combinations among the teaching activities that the nursing faculties frequently used at the scene of goal attainment of nursing clinical practicum, and to derive the hypotheses to state predicted relationships the combinations among the teaching activities and goal attainment. Thirteen essential teaching activities of nursing faculty for goal attainment in nursing clinical practicum were used for analysis and the combinations among these teaching activities for goal attainment were identified. As a result, 3 combinations among the teaching activities were identified that the nursing faculties frequently used at the scene of goal attainment of nursing clinical practicum. These combinations were as follows: (a)"Maintaining and changing teaching plans according to various information" and "systemizing and using teaching skills", (b)"maintaining and changing teaching plans according to various information" and "evaluating the level of goal-attainment and informing students", and (c)"systemizing and using teaching skills" and "explaining and integrating nursing phenomena with nursing theories and principles by going back and forth between abstract and concrete". As a result of discussion, the following hypotheses to state predicted relationships the combinations among the teaching activities and goal attainment were derived: (a)When the faculty maintain or change the teaching plans according to students' behavior and use teaching skills such as demonstration and question flexibly, they can achieve goal attainment, (b)When the faculty maintain or change the teaching plans according to students' behavior and informed the level of acquisition of nursing knowledge and skills, they can achieve goal attainment, and (c)When the faculty use teaching skills such as demonstration and question flexibly and explain and integrate nursing phenomena with nursing theories and principles, they can achieve goal attainment.

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