SASAKI Naomi

The purpose of this study was to examine the advantages and problems of the mutual nomination method from the viewpoints of both teachers and children, in order to introduce the method more appropriately and effectively in the classroom. In order to understand from the children's standpoint, we asked university students to reflect on their classroom situations at elementary, junior high, and high schools, and conducted a questionnaire survey using both face-to-face and web-based surveys. The subjects consisted of 138 university students. To understand from the position of the teachers, elementary, junior high, and high school teachers were interviewed. Eleven teachers were elementary school teachers, nine were junior high school teachers, and five were high school teachers. The method of analysis was content analysis for both the children's and the teachers' standpoints. The results are presented initially from the children's perspective, followed by the teachers' perspective. First, from the children's perspective. Regarding experience with the mutual nomination method, in elementary school, the number of respondents with and without experience was 88 and 29, respectively, in middle school, 37 and 77, and in high school, 28 and 102, respectively. Five categories of advantages of the mutual nomination method were obtained, including [active and motivated participation in class], [ease of raising hands and speaking up], and [bright and peaceful atmosphere]. On the other hand, four categories were obtained for problems such as [bias and fixation of nominated/non-nominated students], [classroom relationships revealed by bias of nominated/non-nominated students], and [creation of rules for effective implementation of the mutual nomination method]. Next, from the teachers’ perspectives, regarding their experience with the Mutual Nomination Method, elementary school teachers implemented the method according to the subject matter and learning objectives, and according to the condition of the children and the classroom. Junior High and high school teachers implemented the method only slightly. Five categories of advantages of the mutual nomination method were obtained, including [active and motivated participation in class], [deepening of learning], [ease of raising hands and speaking up, and confidence gained from the experience of giving presentations]. Six categories were obtained as problems and innovations of the mutual nomination method, including [introduction of the method in consideration of the situation of the children and the classroom], [bias and fixation of those who are nominated/not nominated], and [creation of rules for effective implementation of the mutual nomination method]. Based on the above results, and considering both the children's and teachers' standpoints, the mutual nomination method seems to have the advantage of making it easier for children to actively and enthusiastically learn, raise their hands, and speak up. However, there are also problems such as the bias of children who speak up, the fact that some children experience not being nominated even if they raise their hands, and the fact that relationships in such classes become more visible. To introduce the mutual nomination method, it is necessary to have a supportive classroom climate and good classroom discipline as a foundation. It was shown that it is important for teachers to fully assess the classroom situation and implement the method under management, such as by applying rules according to the situation.

The purpose of this study was to examine whether university students' knowledge about blood donation is related to their willingness to donate blood and their behavior as part of efforts to promote blood donation behavior. The subjects were 79 female students at University A in Yamaguchi Prefecture, aged 20.367 ±1.312 years. Of the 79 subjects, 51 (approximately 65% of the total) had past lectures and self-study (learning experience) related to blood donation, and 28 (approximately 35% of the total) had no experience. Regarding the experience of actually donating blood (blood donation experience), of 79 people, 22 had experience (approximately 28% of the total) and 57 had no experience (approximately 72% of the total). Knowledge about blood donation was asked about 19 items, including “reasons why blood is needed,” “uses of blood,” and “types of blood donation. The results were as follows: (1) Those who had studied the subject had more knowledge about blood donation than those who had not studied the subject for all 19 items except for “Reasons why blood is needed” and “Uses of blood”. (2) For all items except “Uses of blood'' and “Information on blood donation buses in Yamaguchi Prefecture'', those who had experience of blood donation were more knowledgeable than those who had no experience of blood donation. (3) The reason for going to a blood donation for those who had experience donating blood was the availability of snacks and other small gifts, invitations from friends, etc. When thinking about going to donate blood, 60% of respondents said that it was because of their own convenience, such as having time, having a blood donation bus, being in good physical condition, and feeling well. In addition, 30% of the responders were due to factors from the blood center or others, such as a notification from the blood center that blood could be donated or an invitation from a friend. (4) More than 60% of the respondents who had never donated blood did so because of their physical condition, such as anemia or being underweight. In addition, lack of opportunity to go, image and impression of blood donation such as “painful” and “scary,” and lack of knowledge about blood and blood donation were also cited as reasons. (5) When we examined how gaining knowledge about blood donation was related to the willingness to take action for those who had never donated blood, we found that not only did gaining knowledge increase the willingness to take action, but also some did not change their willingness to take action and some decreased their willingness to take action after gaining knowledge. These findings suggest that it is important to make efforts to sustain interest in blood donation for those who have experienced blood donation behavior, and for those who have not donated blood, it is important to simultaneously provide knowledge about blood donation and opportunities to donate blood, and to devise approaches for those who lack weight or other factors to meet blood donation criteria.

Ever since Yanagida (2006) proposed that ``not only children but also adults should read picture books、'' the activity of adults reading picture books has been expanding. Picture book therapy is one of these activities. The purpose of this study was to examine participants' subjective experiences based on a qualitative analysis of their "impressions" of participating in picture book therapy. Picture book therapy was conducted once a month. Each session of picture book therapy had a different theme、 such as "Know Yourself" or "Feel Happiness. It consisted of five picture books facilitated by the same reader. Participation was not mandatory、and participants could attend whenever they wanted. The subjective experiences of the participants in the picture book therapy were as follows. Prior to their participation、 participants held the stereotype that "picture books are for children to read" and also had doubts about the effectiveness of the picture book therapy. However、after their participation、 the participants were able to receive various messages from picture books、 which helped them to stabilize their feelings and become aware of their inner world. In addition、 the participants showed behavioral changes、 such as showing compassion and interest in their surroundings and reading picture books in their daily lives.

This study is based on interviews with five war orphans who experienced the absence of a father or brotherin-aw in the postwar period. I examined how surviving family members made sense of the absence of their fathers and brother-in-laws from a narrative perspective. Based on this examination, I discussed family resilience in the face of loss. For bereaved family members, it is not easy to accept the absence or loss of a significant person. However, in order for the survivors to continue to live with the absence or loss of their father, they need to "maintain the foundation of their lives while they and their survivors take on the role of their father," "share memories and feelings for the deceased within the family," and "see the value of feeling a special connection with the deceased even if they cannot share it with other family members. It was considered important to "find value in feeling that there is a special connection with the deceased, even if there are things that cannot be shared with other family members.

In clinical practice, the attitude of the practice supervisor, such as the nurse or teacher, is important because it influences the learning of the nursing students. Nursing students learn a great deal through the relationships they form with nursing subjects (patients, family members, and other nursing subjects) and through the practice of nursing. The attitudes of practice supervisors, patients, and family members are believed to influence nursing students' confidence and motivation for the next stage of their practice. The purpose of this study was to examine how self-compassion, experiences of praise from practice instructors and patients/families, students' own psychological responses to experiences of praise, and achievement of practice goals affect nursing students' sense of on-the-job practice efficacy. Field practice efficacy consisted of "understanding and helping the subject efficacy," "maintaining relationships with friends efficacy," and "maintaining relationships with instructors and learning attitude efficacy. Multiple regression analysis revealed that the experience of being praised for the student's behavior, such as "being praised for working hard" and "being praised for studying well," had an effect on "understanding and helping the target" efficacy. In addition, psychological reactions such as "I feel motivated," "I am happy," and "I feel confident," which occur as a result of being praised, affected "the efficacy of maintaining relationships with friends. In addition, self-compassion, "experience of being praised for behavior," and "achievement of practice behavior goals" influenced "maintenance of relationship with instructor and learning attitude efficacy. This indicated that nursing students being given positive feedback and verbal praise by practice instructors, patients, and family members influenced their achievement of practice behavior goals and their self-efficacy for their next field practice. Key words：nursing students, Attitudes of practice instructors, self-compassion, the experience of receiving praise, self-efficacy for clinical practice