The research which conceptualized the research utilization in clinical settings to represent experiences of nurses who utilized research findings clarified seven concepts. The results of considering these concepts emerged the feature and requirement of the nurses who utilize research findings in clinical settings. To nurture the nurses utilize research findings based on that features and requirements of the nurses who utilize research findings, it was suggested how to set and attain the educational objects in foundamental and continuing education program in nursing as follows, refering to the Taxonomy of educational objects offering by Bloom and others. Concretely, for students at the beginning of curriculum, faculty should take an oppotunity to adopt some research findings to their lecture and support their students to master the method for searching literature in order to attein the educational objectives in affective and psychomoter domain. For students at the middle of curriculum, faculty should teach general knowledge on nursing research and support their students to master for reviewing literature critically in order to attein objectives in cognitive domain. For students at the end of curriculum, faculty should support their students to solve their own problem on nursing in order to attein higher objectives in cognitive domain including affective and psychomoter domain. On the other hand, in continuing education in nursing, as a nurse who have scant experience can utilize research findings, the programs should be planed that nurses conduct research, then utilize that findings and present the process of research utilization supported by medical team. Furthermore, these are the essentials for research utilization that nurses get the attitude which can tackle problem solution autonomously and valued professionalism in nursing.

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The purpose of this study was to develop a Educational Needs Assessment Tool for Midwives, which had well-established reliability and validity. Fifty-six items were made based on eight aspects. The eight aspects were identified through a qualitative study that showed desirable situation of midwives perceived by the other midwives. The 56 items were grouped into eight subscales corresponding to the 8 aspects. Content validity of the assessment tool was established by a panel of experts and a pilot study. The instrument packets, including the assessment tool and a demographic questionnaire, were distributed to the total of 1,185 midwives who work at hospitals, clinics and maternity homes in Japan. Sixty hundred and seventy two (56.7%) midwives responded of which 616 valid data were analyzed. Item analyses were conducted, and the original 56 items were reduced to 40. Cronbach's alpha, a reliability coefficient of the assessment tool was .968. Test-retest reliability was .765 (p<.001). These results supported the internal consistency and the stability of the assessment tool. The result of a factor analysis showed that the construct validity of the assessment tool was established approximately.

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The purpose of this study was to develop the Self-evaluation Scale on Role Performance of Shift Leader Nurse, which has reliability and validity. This study had four phases: (a) Item generation using the findings of a qualitative research, (b) Assessment of content validity and refinement of the scale by a panel experts and a pilot study, (c) Item selection based on item analysis through a survey, and (d) Evaluation of scale's validity and reliability. A five-point Likert scale was used, comprising 56 items classified into seven subscales using seven roles of shift leader nurse, which were findings of previous research. Survey forms were mailed to 822 nurses of 44 randomly sampled hospitals. In all, 406 (49.3%) survey forms were returned, and 308 valid datasets were analyzed. Based on items analysis, 35 items were selected. A factor analysis of the scale of 35 items properly extracted 7 factors that were reflective of the seven subscales. Chronbach's alpha of the scale was .951, and Chronbach's alphas of the seven subscales ranged from .829 to .901. The result indicate that the Self-evaluation Scale on Role Performance of Shift Leader Nurse possesses internal consistency reliability and construct validity.

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The purpose of this study is to clarify the establishment and transition of patient education in Japan, so as to evaluate the characteristics of bedside patient education as well as the issues which need to be addressed to achieve a higher quality patient education. Reference was made to the historical research method of Speziale. As historical source materials, the nursing law, magazines, professional journals, and nursing textbooks were used. In addition, the nursing system, basic nursing education and practical nursing were used as the point to look at events in the past. As a result of the analysis, 3 points were highlighted. (a) Patient education did not exist legally and with the establishment of the "Public Health Nurse, Midwife and Nurse Law," the prescribed duties of nurses become obscured, and no legal position exists regarding patient education down to this day. (b) Patient education was included in the early stage of modem nursing, but seemed to have disappeared thereafter. After a nursing revolution following the World War II, the teaching role of nurses reappeared in the curricula. Also, patient education came to include knowledge of other academic fields and various theories and subsequently expanded. It is also becoming more patient-centered. (c) Patient education seemed to have lost prominence in the practical nursing historical source materials but restored. Since then, it has become firmly rooted and innovated in practical nursing; thus the quality and achievements thereof have become highly expected. Additionally, patient education has become diversified, and spread of the self-care concept, theory and model, it has become specialized and organized. As a result of discussion, 5 characteristics and 3 issues were suggested.

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