The purpose of this study is to develop the scales for measuring nurses' leadership behaviors to their patients. As the first step, data on nurses' day-to-day behaviors were collected from patients' free descriptions. Based on a further survey of patients, 84 items concerning nurses' behavior which are important to patients were selected. As a result of factor analyses of the items thus selected, five factors, i.e., "positive responses to the process of nursing", "emotional support", "general considerations", "active responses to the demand from patients", "general intimacy" were found. Therefore, the relationship between these 5 factors and "satisfaction with patients' lives in hospital" was analyzed. It was made clear that "leadership behavior of nurses toward their patients" has an effect on "patients' satisfaction with their lives in the hospital".

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The purpose of this study is to observe the relation between the place of the practice and the disease of a patient and change of the attitude toward mental disorderd of the students in a nursing college.
We researched the 76 students with questionnaire. We investigated the answer by the factor analysis. And we obtained 6 factors by the factor analysis. We observe the factor scores by the place of nursing practice and the illness of a patient. The results were as follows.
1. The change of the attitude of the students in a nursing college towards mental disorderd related to the place of the practice and the disease of a patient.
2. The students had different attitude toward mental disorderd, because of the different hospital ward where they had practiced, where was closed or open. The students changed the attitude that related to anxiety and detestation factor. And the students who practiced in the closed hospital ward changed the attitude that related to affirmative factor and closing factor.
3. The students had different attitude toward mental disorderd, because of the different mental disease that they taked care of a patient. The students changed the attitutde that related to anxiety and detestation factor. And the students who taked care of a patient of schizophrenia had the changed the attitude that related to affirmative factor.

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The purpose of this study is to investigate what kind of image for the elderly students have and to identify these formative factors which contribute the image. This report just focuses on the relation between students' experiences in daily life and their images for the elderly. The sample subjects were 236 female students' in both regular college and nursing college. In this study, which was conducted in June 1991, semistructured questionnaire and fifteen adjective scale of Semantic Differential Technique were applied.
The findings of this study were the following six points;
1. Sudents had negative image for the elderly in physically and positive image in emotionally. As aresult of factor analysis, the three factors which were "Evaluation, " "Activity, " "Maturity" were found out in this study.
2. Students had positive imagetoward their own grandparents, however they had negative image toward the elderly as their neighbor or characters in TV program. That might mean studentshad negative stereotype toward the elderly, except for their own grandparents.
3. Students who had talked with the elderly frequently and intimately had positive image in the "evaluate" factor. It showed that intimate relationship between students and the elderly was more important than the fact that they just live together.
4. Students had positive image for the elderly, when their parents had positive attitude toward their grandparents. Therefore, parents' attitude toward the elderly had great effects on students in term of forming their image of the elderly.
5. The image of the elderly depended on the description of elderly in the books that studentshad read. Then, it was also important for studenst to read many kinds of books without biases.
6. As a result of pass analysis, the causal diagram of students' image for the elderly in "Evaluaton" factor was described. It showed following main formative factors; (1) "experienceof meeting with the impressive elderly person, " (2) "frequency of conversation between studentsand the elderly, " "attitude of their parents toward students' grandparents, " and (4) "existence tocome across the impressive elderly character in TV. " In addition, the formative factor of "attitude of their parents toward students grandparents" influenced on their daily experiences with the elderly, such as, "experience of living with their grandparents" or "frequency of conversation with the elderly. " This, therefore, suggested that the factor of "attitude of their parents toward students grandparents, " was the one of the significant factor to form the image for the elderly.

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