Purpose:To determine the learning process of a student in the training of public health nursing health education, and also to examine the effect factors of the training.
　Subject and Method:We performed a semi-structured interview of ten health education students of the public health nursing course who received practical training and analyzed the interviews in the procedure that followed Grounded Theory Approach.
　Results:Nine categories were identified; “Confusion about the difference between the image of the people and their reality”, “Knowing the reality of the people in the relationship”, “Developing the mind that wants to be helpful to the people”, “Seeing through the people’s characteristics and health problems”, “Development of the health education method applicable to the people’s characteristics”, “The effects of health education felt from the response of the people”, “Learning in cooperation with a group member”, “Realizing their own ability gotten by the training”, “The idea to apply the learning acquired in the practice to their future nursing”. Also, the learning process of the student was discovered as well as the effect factor from each property.
　Conclusions:The point the students had particular difficulty in the learning process was to understand the characteristics of the people. Therefore, it is easier for the students to develop and perform suitable health education for people by adapting group work similar to this training.

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　The purpose of this study was to examine ways to improve educational practices by evaluating whether the self-efficacy and motivation of third-year nursing students changed following a physical assessment course in which a teaching strategy intended to enhance their self-efficacy was implemented. In this study we conducted a questionnaire survey of 119 students at the start and end of the course in order to examine whether their self-efficacy had been enhanced by the teaching strategy we devised. The results showed that they had become more confident about putting into practice things they had learned, such as auscultation of breath sounds and observation of the abdomen, at the end of the course, and the increase in confidence was statistically significant. The scores of Attention and Relevance on the Japanese edition of the Course Interest Survey were also high, suggesting that our teaching strategy motivated them to learn and understand the importance of taking the course. On the Self-Efficacy Scale, the score of “the judgment of the assistance needs of patients” increased and the score of the subscale of “stress tolerance” decreased; both were statistically significant. One may speculate that the repeated examination of what assistance is necessary raised the former score, while students' realization of the necessity to conduct nursing practice properly lowered the latter score. In future studies, it will be necessary to explore how to improve educational practice by reexamining the content and volume of coursework given to students and by using videos of simulated patients in class.

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　In this study, an interview survey was conducted with the aim of clarifying the advantages and disadvantages perceived by students regarding pair practice in child health nursing education, and the results were qualitatively and inductively analyzed. As a result, the advantages of pair practice perceived by students were classified into the following five categories:“Progressing through practice in pairs gives me confidence,” “It is easy to build relationships with the clinical instructors and teachers,” “Learning and nursing are deepened through the complementary relationship with my fellow pair student,” “The pair student approach motivates me to learn,” “Pair practice deepens the relationship between the students who are paired.” The disadvantages of pair learning were classified into the following four categories:“It’s difficult for me to state my own opinion,” “Learning is left up to each pair of students,” “Pairing results in insufficient acquisition of nursing techniques,” and “I feel inferior to my fellow pair student.” These results suggest that clinical instructors and teachers must be more involved for pair practice to be effective. They can do so by expanding upon the advantages of pair practice and by compensating for the disadvantages by providing support based on a consideration of the interpersonal relationships and communication between the students, by judging whether each student in the pair is achieving equivalent learning outcomes, and by making suitable adjustments to facilitate learning in order to create an effect learning environment.

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[in Japanese]

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[in Japanese]

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