〔Aims〕To clarify faculty members’ involvement in students’ wonder during their first practice in developing the nursing process.
〔Methods〕 Semi-structured interviews, thematic analysis, and pattern analysis were conducted with faculty members who had more than six years of nursing education experience and were in charge of students’ first practice in the nursing process.
〔Results〕Faculty members’ involvement entailed the following stages: Stage 1, anticipating and preparing for the wonder, Stage 2, noticing the wonder, Stage 3, considering the meaning of the wonder, Stage 4, facing and developing the wonder, and Stage 5, seeing the wonder turn into a deeper thought. There were two patterns in the development of these stages: a pattern in which the stages were followed sequentially, and a pattern in which the stages went back and forth.
〔Conclusions〕It was suggested that the faculty members were always attentive to the students without detaching themselves from the students’ emotions, and engaged with the students by developing a problem-solving process using reflective thinking. Since it is considered that students’ wonder promotes mutual growth between teachers and students, it is necessary to create a practical environment that values students’ wonder.
〔Aims〕This study explores the difficulties faced by teachers while dealing with working adult students who are experienced assistant nurses, during the clinical practice of a two-year course at a nursing training school. This study also observes how these teachers perceive and respond to the students.
〔Methods〕Semi-structured interviews were conducted with six research participants who were teachers of the two-year nursing course at a nurse training school. The results were qualitatively and descriptively analyzed.
〔Results〕The teachers described the clinical practice of working adult students with experience as assistant nurses as “doing things quickly,” “rely on manual,” and “going back to what they have already learned,” which they described as the “barrier of experience.” In response to this, the participants stated that they had to “break down this barrier of experience” and “bear with it;” however, they found it difficult to correct student behaviors that rely on experience.
〔Conclusions〕The teachers believed that the “barrier of experience” hindered their students from learning what was taught. However, they were trying to break down this barrier. However, it is conceivable that the teachers who regarded students’ experience as a barrier, were the ones who needed to change of viewpoint.
〔Aims〕To examine practicum methods, goal achievement, and other issues related to non-clinical perioperative nursing practicums at nursing universities nationwide in 2020 under the influence of Coronavirus disease 2019 （COVID-19）.
〔Methods〕A questionnaire-based survey was conducted on teaching staff responsible for the perioperative nursing practicum course at 273 nursing universities.
〔Results〕The valid response rate for the questionnaires was 24%. Regarding practicum methods, 55 respondents （85.9%） described nursing practices performed in the nursing process, 50 （78.1%） discussed simulation training using fictional patient cases, and 48 （75%） reported using audiovisual teaching methods. The achievement of goals related to understanding pathophysiology, physical function, and nursing processes was higher in non-clinical practicums than in clinical practicums. Respondents who reported that their level of achievement of practicum goals was “higher than the clinical practicum” placed importance on the rapid progress of the perioperative phase and designed the content of the non-clinical practicum similar to that of the clinical practicum.
〔Conclusions〕To achieve the goals of a non-clinical practicum, students must think and act on their own and learn from patient responses. In non-clinical practicums, allowing students to experience rapidly changing situations in acute care and actively practice with an image similar to clinical settings is an effective approach.
〔Aims〕The purpose of this research is to clarify improvements in class content and involvement with students that lead to the growth to mid-level nursing teachers of a nursing school.
〔Methods〕Research participants were nursing educators of a nursing school with a teaching career of three years or longer and less than ten years, and a semi-structure type group interview was conducted.
〔Results〕 Thirteen nursing teachers of a nursing school were invited to participate in this research. The contents of which, as nursing teachers described, reportedly linked the growth of educators from new nursing teachers to mid-level nursing teachers are as follows: two categories regarding class improvements were “educators started exploring a student-centered class” and “educators were encouraged by positive reactions of students toward class” and four categories regarding involvements in students were “nursing educators involved students in a student-centered manner,” “educators established favorable relationships with students,” “educators connected with students by educators putting themselves in the students’ position” and “educators had a positive relationship with the hope to inspire students to grow.”
〔Conclusions〕New nursing educators improved class contents in a student-centered manner with the focus on students’ reactions, and involved themselves in student initiative. It was suggested that educators considered this attitude led to the growth of nursing educators to mid-level.
〔Aims〕We aim to clarify what both students and teachers can learn through the experience of role-play, capture teachers’ evaluations of role-play, and generate suggestions for coordination skills.
〔Methods〕We examined the learning-records of 21 students and conducted semi-structured interviews of 4 teachers who played the role of non-nurse experts at the community care conference. We analyzed these qualitatively and descriptively.
〔Results〕Students practiced “steering skills to vitalize conversations.” They reviewed both the “process to refine a plan” and “behind-the scenes negotiation skills learned from failures.” They also deeply considered “what the ideal community care conference would be.” In order to improve their students’ education, instructors “created roles which reflect real conversations” and generated “feedback based on role-play scenes.” They captured “learning outcomes through immersive role-play” and used “elaborate teaching materials to advance skills”. In addition, the teachers found that “the learnings from this role-play were also meaningful for teachers.”
〔Conclusions〕The students experienced the challenges of the nursing profession through realistic role-play performed by teachers. This roleplay taught students that refining a plan is of fundamental importance. This suggests that the combination of preparing plan sheets for conferences and engaging in role-play is an effective learning tool for students to acquire skills for becoming public nurses.