The aim of this study was to clarify the social image of the Red Cross among the people. A survey was conducted via the Internet research, and the participants were stratified by gender and age groups. Each block consisted of approximately 160 persons, and the total number of participants was 2037. The rating of social image of the “Red Cross” was performed using the semantic differential method for 21 pairs of adjectives. The results indicated that the characteristic social image of the “Red Cross” was serious, compassionate, honest, kind, and helpful. In addition, the 16–19-year-old group had a more positive image of the “Red Cross” than the other age groups. The 40s and 50s age groups who were the guardian generation of the examinees for the Japanese Red Cross Academy had a negative image of the “Red Cross” compared to the females in the 16–19 age group who matched most of the examinees. Participants who were Red Cross volunteers had a positive image, suggesting that increasing the chances of people to interact with the Red Cross and the Japanese Red Cross Society might contribute to improving the image of the Red Cross and the Japanese Red Cross Academy. Improving the social image of the “Red Cross” among the 40s and 50s age groups may lead to a reduction in the divergence between students who aspire to join the Japanese Red Cross Academy and their guardians regarding the reasons for their choice of college.

Objective In this study, the authors aimed at focusing on clinical instructors who performed patient care with nursing college students in adult nursing (acute phase) training, and clarifying how the instructors grasp judgments made by the students for their patient care, so as to obtain suggestion for betterment of students’ nursing judgments during clinical practice.

Method The study design is a exploratory study design based on the Modified Grounded Theory Approach.

Result Involvement of the clinical instructors for students’ nursing judgments consisted of <fitting that drew the students to understanding of their patient> before care practice, <care practice with the students under the premise of patients’ safety> while practicing care and <promoting students’ consciousness and leading them to understanding on patients’ conditions> after the care practice.

Conclusion For betterment of students’ judgment in their nursing care, the clinical practice instructors let them perform care independently so that they could make judgment by themselves. Furthermore, after care practice, the students traced back their behaviors before and while practicing nursing care while the instructors promoted the remembrance of the students for judgment in nursing care. Moreover, they involved in students’ judgment with process so that the students could deeply understand about the patients while they continuously controlled the student.

This study aims to propose a definition of the concept of “collaborative reflection” by analyzing its structure using the concept analysis method described by Walker and Avant. A literature search with the keyword, “collaborative reflection” identified 16 items published in and outside Japan, from which three antecedents, seven attributes, and four consequences were extracted. Based on the results of the literature search, collaborative reflection was defined as, “A series of process of thinking to perform reflection of oneself triggered by dilemma and perplexity, and to act for a solution to the problem, and to switch the experience of others to own learning by talking with a great variety of people about the experience, and to bring synergy of the reflection.”Findings from this study suggested that collaborative reflection is effective in real-world nursing settings where interprofessional collaboration is the key.

Purpose: Between nurses and therapists, conflicts have been observed regarding the causes of patient falls. This study aimed to clarify the effects of an interventional conflict management program on them.

Methods: One hundred and five nurses and therapists working in convalescence rehabilitation wards underwent interventional management in four different ways, including training workshops, team work, patient assessments using a sharing sheet, and case-study conferences, for 6 months. A self-administered questionnaire survey comprising questions on “cooperativeness,” “conflict types,” “factors contributing to conflicts,” and “strategies to solve conflicts” was conducted before the interventional program and 3 and 6 months after the program to evaluate its effects. The Friedman test and multivariate regression analyses were used to analyze the data.

Results: Seventy-one nurses and therapists who completed all questionnaire surveys administered at the aforementioned 3 timepoints were included in the analysis (valid response rate of 85.5%). Significant increases were noted in the “strategies to solve conflicts” scores at 3 (p=0.013) and 6 months (p=0.004) after the interventions.

Conclusion: Nurses and therapists found causes of conflicts after conflict management, and they altered their behaviors to resolve disagreements.