The purpose of this study was to evaluate the learning effectiveness and usability of 360° panoramic video materials for promoting “cultural awareness” as active learning. 37 students （19 undergraduate and 18 graduate students） enrolled in two nursing colleges were surveyed before and after viewing the videos. Learning effectiveness was evaluated on 25 items of four learning objectives. Mann-Whitney U test was used to analyze the pre- and post- changes. Usability was evaluated in terms of effectiveness, efficiency, and satisfaction. Both undergraduate and graduate students showed a significant increase in the percentage of goal achievement after viewing the materials. The usability of the 360° panoramic video was also rated highly in all three categories, confirming some learning effectiveness as a teaching tool for promoting cultural awareness.

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 This study clarifies the contributing factors involved in the decisions made by discharge support nurses to introduce home-visit nursing care in cases other than end-of-life care and medical treatment.
 We conducted semi-structured interviews with seven discharge support nurses regarding the circumstances and decision process of cases in which they decided to introduce home-visit nursing care, analyzing these instances qualitatively and inductively.
 Seven categories were extracted as factors for discharge support nurses’ decision to introduce home-visit nursing in cases other than end-of-life care and medical treatment: “Anxiety of the patient/family;” “Necessity of intervention from a medical point of view;” “Necessity of family support;” “Predicted future medical condition, growth and development, and treatment issues;” “Depending on the disease, patient/family situation timing;” “Necessity for early detection of changes in medical condition and the need to connect to appropriate support;” and “Difficulty in understanding the patient-family relationship and life.”
 Discharge support nurses determine the need for home-visit nursing care while assessing the overall lifestyle of the patient and family, identifying the timing and introduction of home-visit nursing care based on long-term predictions based on the characteristics of the disease.
 In the future, it is expected that the number of patients with multiple illnesses who will move from one place of treatment to another will increase; thus, it is necessary to clarify the timing of the introduction of home nursing care for each disease. （234 words）

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Purpose：The study aim was to determine if nursing students undergoing practical training in nursing processes are ascertaining the ways of thinking appropriate for the stage when they are learning how to perform assessments and nursing examinations, as well as to clarify any difficulties they have experienced at said stage.
Method：Semistructured interviews were conducted with 10 third-year university students who had performed their first clinical practice with actual patients. Interview results were qualitatively analyzed.
Results：The following 10 categories were extracted as analysis results: “Prior creation of a foundation for collecting information,” “Making observations from a predetermined perspective,” “Searching and finding necessary information from a huge amount of information,” “Performing an individual assessment that is backed by data,” “Extracting pertinent nursing issues,” “Proposing and making appropriate nursing plans,” “Consciously performing grounded actions,” “Reflecting on and evaluating one’s own actions,” “Having felt forced to make excuses (e.g., ‘It was because I am still a student, “That’s what I read online’),” and “Struggling with the various limitations and restrictions applicable when making on-site clinical reasoning.”
Conclusion：The study findings clarified that participating nursing students had difficulties making observations, determining and selecting necessary data, and performing assessments backed by data. They were able to consider some steps in the clinical reasoning cycle. Results suggest that by educating students from the perspectives of clinical reasoning, it may be possible to improve their clinical inferencing skills.

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 Objectives：The purpose of this study was to identify the challenges of end-of-life care as perceived by nursing managers in health services facilities for the aged.
 Method：A total of 10 nurse administrators participated in interviews. Qualitative descriptive analysis of the collected data was performed.
 Result：Various difficulties related to end-of-life care were arranged into the following five categories: “Difficulty of confirming the intent of both the patient and his/her family,” “Conflicts in end-of-life care and medical services when unable to prioritize the patient’s wishes,” “Difficulty in the timing of the decision to switch to end-of-life care,” “Lack of medical resources,” and “Lack of support for family during end-of-life care.”
 Conclusion：The five categories identified show the conflict and difficulties faced by nursing managers at health services facilities for the aged in providing end-of-life care according to the client’s wishes and in striving for high-quality care. In addition, issues related to Covid-19 have affected the management of these facilities. To address these challenges, it is proposed that nurse administrators intervene from an educational perspective in order to ensure high-quality end-of-life care.

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 Objective：The purpose of this study was to clarify characteristics regarding the knowledge and perceptions of infection-related stigma of course participants necessary for the development of a program aimed at reducing infection-related stigma in basic nursing education.
 Methods：We conducted semi-structured interviews with 10 nursing students and analyzed them qualitatively.
 Results：Narrative content related to infectious disease-related stigma was categorized into three groups: The first group “Prerequisite knowledge of prejudice, discrimination and infectious diseases” included four categories, such as [timing and method of learning experience about prejudice and discrimination], [content of learning about prejudice and discrimination], [experience of prejudice and discrimination] and [content related to infectious diseases]; the second group “Perceptions of prejudice and discrimination related to infectious diseases” included four categories, such as [Perceptions of infectious diseases in general], [Perceptions of patients with infectious diseases], [Perceptions of COVID-19] and [Perceptions of HIV/AIDS and leprosy]; third group “Learning needs for prejudice and discrimination related to infectious diseases” included two categories, such as [Learning Content of Infection Nursing] and [Learning Methods of Infection Nursing].
 Conclusion：A basic nursing education programs to reduce infection-related stigma require content that teaches knowledge of infectious disease, recognition of prejudicial thinking about infectious disease, and understanding of patients with infection-related stigma.

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To clarify how Japanese home visiting nurses perceive the “personhood” of older adults in their care, we conducted a literature search spanning the past 10 years (2012–2022) using the Ichushi-Web. We utilized such keywords as “home health care nursing” and “personhood” to identify and select 11 articles that extensively describe nursing practices by home visiting nurses, who have demonstrated respect for the personhood of older adults in their care. From these articles, we extracted specific descriptions of the relevant practices. A secondary analysis was performed, referencing the meta-integration method.
The study findings indicate that home visiting nurses strive to understand the personhood of older adults by inferring their personhood from the past, comprehending older adults’ personhood presently, and exploring the personhood envisioned by their patients for the future. To assist older adults in their convalescence, in living their lives, and passing away “in their own way”, home visiting nurses must be conscious of and refine their own understanding of “in their own way”. They should also showcase their professional ability to help recognize the distinct lives of the individuals in their care.

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 社会全体のデジタル化や人工知能等の研究開発を推進するわが国の新たな社会構想Society 5.0の実現に向けた動きは加速しており、それらは医療・看護の現場、そして看護学教育の場にも実用可能なレベルで波及することが推測される。とくにAIの進化はめざましい。そこで本稿では2022年11月に公開された対話型AIであるChatGPT®に着目し、看護学における議論の動向から教育における活用可能性を探った。その結果、ChatGPT®のようなAIが看護の教育・研究と統合することによって看護は急速に進歩し、革新的な変化を遂げるという発展的な見方と、技術が急速に進化しているからこそ看護や教育の根源を揺るがす事態が生じるという懸念を示す見解がみられた。議論は始まったばかりであるが、AI活用に対するガイドラインを策定することで、ChatGPT®が有効な教育支援ツールになり得ることが示唆された。
　今後もAIは急速に進化することが予想されることから、看護学教育においてはリスクと懸念事項への対策を講じつつも、教育者と学習者が共にAIに対する理解を深めながら模索することが必要である。AIの普及が進む中、新たなテクノロジーと対峙することは、看護が患者との相互関係を基盤とし、共感や尊厳の重視といった人間的なケアであることをあらためて想起させ、看護の本質について問い直す機会となるであろう。

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