Chief Nurse Educators are nurses who lead and manage the education of nurses employed by hospitals and the practical training required to train Registered Nurses, Certified Nurse Specialists, and Certified Nurses. In 2023, Seisen Jogakuin College established the Chief Nurse Educator Training Program in the Master’s Program of the Graduate School of Nursing. This is the first program of its kind in Japan. The purpose of this paper is to describe the process of the curriculum development for this program at this institution, beginning with the need to train Chief Nurse Educators, then examining the role of Chief Nurse Educator and the competencies required to fulfill the role, and finally, looking at the development of the curriculum. The methodology of “integrated curriculum development”by Torres, G. was used for making curricular decisions. As a result, the need for 10 specialized subjects for training Chief Nurse Educator were clearly identified: (1) Advanced Nursing Education, (2) In-Service Education for Nurses I (Leadership Theory), (3) In-Service Education for Nurses II (Development of Educational Programs and In Service Training), (4) In-Service Education for Nurses III (Practice Field Management), (5) In-Service Education Seminar I (Development and Reorganization of Educational Programs), (6) In-Service Education Seminar II (Planning and Implementation of Training Programs), (7) Internship, (8) Nursing Research Methodology, (9) Specific Subject Research, and (10) Nursing Administration. Of these, 8 subjects (1), (2), (3), (4), (5), (6), (7), and (9) could not be replaced by existing subjects, so they were created as new subjects.

For nursing researchers to develop as nursing professionals, research must be conducted autonomously. The author was faced with various problems in research ethics while working on the research of researcher ethics after enrolling in a doctoral program. The author reflected on these situations using the “Self-Evaluations Scale on Ethical Behaviors for Nursing Researchers”, which the author developed for the authors dissertation. After completing the program, the author also used the developed scale to measure the quality of ethical behavior of nursing researchers, and to identify the current status of ethical behavior and related factors. The results showed that the quality of research ethical behavior was higher among nursing professionals who continued to conduct research and publish the research results they produced. This paper uses the research findings to reflect on the author’s own research activities. In addition, demonstration of responsible behavior based on one’s own will and the constant pursuit of truth are essential for nursing researchers to develop as nursing professionals.

The purpose of this study was to identify criteria contributing to nursing master’s students’ judgement of the quality of research supervision and to obtain suggestions for its improvement. Participants were 656 master’s graduates of less than five years after completion, who completed a questionnaire that consisted of open-ended questions that asked the research supervision they had received and perceived as “good” or “not good”. Content validity of the questionnaire was established through evaluation by the nursing faculties and pilot study. Content analysis for nursing education based on Berelson’s methodology was applied. Of the 314 surveys returned (return rate 47.9%), 289 valid responses were analyzed, and 25 criteria contributing to nursing master’s students’ judgement of the quality of research supervision were identified. Reliability was confirmed by calculating agreement rates using Scott’s formula, (all over 80%). The results indicated six aspects contributed to nursing master’s students’ judgement of the quality of research supervision: a) criteria related to securing a schedule for research supervision, b) criteria related to preparation for research supervision, c) criteria related to the method of research supervision according to the students’ individual situation, d) criteria related to the faculties’ attitude throughout the research supervision process, e) criteria related to the interaction between the faculties and students during research supervision, and f) criteria related to showing role model behavior as a researcher. It is suggested that effective research supervision can be implemented using these 25 criteria and prioritizing the attainment goal of master’s thesis completion.

The purpose of this study was to identify problems faced by nurses working in hospital wards (ward nurses) when developing patient education at the bedside (patient education problems) and to examine the characteristics of these problems. A questionnaire survey was conducted by mail on 1,743 ward nurses from 87 hospitals in Japan who agreed to cooperate in the study. The questionnaire survey consisted of open-ended questions about patient education problems faced by ward nurses and multiple-choice questions about their attributes. Out of 862(49.5%)responses returned, 477 statements were analyzed by qualitative analysis in nursing education based on Berelson’s content analysis method.
As a result, 29 categories of patient education problems faced by ward nurses were clarified, including “difficulty in planning and modifying educational plans to overcome obstacles to achieving individual patient and family educational goals”. The agreement rates calculated by the Scott, W. A. formula were over 85%, indicating that the categories are highly reliable. The study suggested that the patient education problems faced by ward nurses are influenced by factors that inhibit the achievement of individual patient/family educational goals, and other six characteristics. The results of this study can be used by ward nurses to understand and solve their own patient education problems they face.

This study aimed to verify the effectiveness of self-evaluation using a Scale of Role Performance for Nurses Involved in a Nursing Clinical Practicum Instruction. A mixed-methods research was carried out. Data were collected from 34 clinical nursing instructors. Their role was evaluated twice in two different periods of nursing clinical practicum instruction. In the first period, they evaluated their role performance and considered measures for improving the quality of their role performance. They re-evaluated their role performance in the second period, after which, they were interviewed. Qualitative data obtained from the interviews regarding changes in their perception and behavior based on self-evaluation using the scale were analyzed qualitatively and inductively. The scores obtained on the scales at both time points were used as quantitative data and a paired t-test was performed. An analysis of the total scores and sub-scores of the scale based on the t-test revealed a significant increase in all of them in the second evaluation. Additionally, 56 categories were extracted representing changes in participants’ perceptions and behaviors based on self-evaluation using the scale. Integration of t-test results and 4 of the 56 categories indicated that the total scores and sub-scores of the scale increased because of the measures taken by the instructors. Thus, using this scale is effective in improving the quality of nurses’role performance.

This study aimed to develop a self-evaluation scale of medical accident prevention competence for perioperative nurses to ensure patient safety. This study was conducted across three phases: a) clarification of medical accident prevention behavior of perioperative nurses through qualitative research, b) item generation from qualitative research, and c) item selection through survey-data analysis using Item Response Theory (IRT) and determination of reliability and validity of the scale. A five-point Likert scale consisting of 25 items developed based on 38 types of medical accident prevention behaviors of perioperative nurses was used in the survey. A total of 438 valid responses from the primary survey and 204 valid responses from the secondary survey were included in the analysis. Items were repeatedly selected and deleted from both the data analyzed by IRT and the content in order to select the minimum number of items. As a result, the 13 most appropriate items were selected for the final version of the scale. The test information of the final version was more than 9.0. The final version’s Cronbach’s alpha was .91 and its test-retest reliability correlation was .62(p‹.001). The scree plot also indicated that the scale was unidimensional. In addition, six hypotheses were verified using known-groups technique, and the items of the final version were selected based on the differences between the data-based and content-based item selection results. The final version lacks stability but has multiple evidences of validity and can be used for measurement.