Other Titles
Patterns of Graduate Courses Offering Educational Subjects in Nursing Programs in Japan [Poster Title]
Abstract
Background: In Japan, the rapid increase in the number of baccalaureate nursing programs1) has made it difficult to allocate qualified faculty. Since there is no system for academic nurse educators (ANE) in Japan, newly appointed faculty members struggle to adapt educator role2)3).
Purpose: The purpose of this study was to clarify the patterns of graduate courses offering educational subjects in Japan.
Method: Syllabi of 215 nursing graduate programs were examined from August to September 2023 by browsing those schools’ websites. Courses which include “education” in their title were included in the analysis. Those courses were classified into the patterns of provision.
Results: Of the 215 programs, 39 (90.7%) national, 41 (87.2%) public, 108 (87.1%) private, and 1 (100.0%) ministerial school offered nursing education or other education-related classes. At least one education-related class was offered at 189(87.9%) schools. The pattern of provision was as follows: Pattern A (clinical nurse educator: CNE/ANE courses) - 6 courses; Pattern B (science of nursing education major, but no CNE/ANE courses) - 41 courses; Pattern C (nursing pedagogy-related subjects for CNS/NP courses) - 72 courses; Pattern D (other than A, B, and C, there are courses related to nursing education) - 65 courses; Pattern E (there are no courses related to nursing education other than A, B, and C)- 26 courses; Pattern F (cannot be specified due to lack of information) - 4 courses; and Pattern G (other) - 1 course.
Discussion and Conclusion: Although many graduate programs offer education-related classes, few of them make mandatory classes, and graduate students may have few opportunities to acquire educational knowledge. While courses in Patterns A and B enable graduate students to acquire the knowledge, skills, and attitudes necessary for nursing faculty, it is difficult to do so in courses in other patterns.
Notes
References:
1)Ministry of Education, Culture, Sports, Science, and Technology. Report of the Study Group on the Ideal State of Nursing Personnel Training in Universities; 2019:2. https://www.mext.go.jp/content/20200616-mxt_igaku-000003663_1.pdf(accessed 2024/11/11).
2) Doi Y, Hosoda Y, Hoshi K. The learning needs and related factors of nursing college junior faculty. J.School of Nurs. Osaka Prefecture Univ.2012; 18(1):33-44.
3) Suzuki Y, Kaneko J, Irie H, Morikawa N, Matsumoto M, Hayashi K, Onozaki M. Research trend on faculty of nursing university: Problems of nursing teachers as seen in study purpose. J. Int. Univ. Health Welfare. 2019; 24(2):61-72.
Sigma Membership
Delta Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Curriculum Development, Continuing Education, Faculty Development, Japan
Recommended Citation
Sadahiro, Wakako; Sasaki, Ikumi; Ikematsu, Yuko; Miura, Yuriko; Kita, Motoko; and Maekawa, Yukiko, "The Current Status of Academic Nurse Educator (ANE) Programs at Graduate Schools in Japan" (2025). International Nursing Research Congress (INRC). 109.
https://www.sigmarepository.org/inrc/2025/posters_2025/109
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
The Current Status of Academic Nurse Educator (ANE) Programs at Graduate Schools in Japan
Seattle, Washington, USA
Background: In Japan, the rapid increase in the number of baccalaureate nursing programs1) has made it difficult to allocate qualified faculty. Since there is no system for academic nurse educators (ANE) in Japan, newly appointed faculty members struggle to adapt educator role2)3).
Purpose: The purpose of this study was to clarify the patterns of graduate courses offering educational subjects in Japan.
Method: Syllabi of 215 nursing graduate programs were examined from August to September 2023 by browsing those schools’ websites. Courses which include “education” in their title were included in the analysis. Those courses were classified into the patterns of provision.
Results: Of the 215 programs, 39 (90.7%) national, 41 (87.2%) public, 108 (87.1%) private, and 1 (100.0%) ministerial school offered nursing education or other education-related classes. At least one education-related class was offered at 189(87.9%) schools. The pattern of provision was as follows: Pattern A (clinical nurse educator: CNE/ANE courses) - 6 courses; Pattern B (science of nursing education major, but no CNE/ANE courses) - 41 courses; Pattern C (nursing pedagogy-related subjects for CNS/NP courses) - 72 courses; Pattern D (other than A, B, and C, there are courses related to nursing education) - 65 courses; Pattern E (there are no courses related to nursing education other than A, B, and C)- 26 courses; Pattern F (cannot be specified due to lack of information) - 4 courses; and Pattern G (other) - 1 course.
Discussion and Conclusion: Although many graduate programs offer education-related classes, few of them make mandatory classes, and graduate students may have few opportunities to acquire educational knowledge. While courses in Patterns A and B enable graduate students to acquire the knowledge, skills, and attitudes necessary for nursing faculty, it is difficult to do so in courses in other patterns.
Description
The purpose of this study is to clarify the patterns of graduate courses offering educational subjects in Japan. Syllabi of 215 nursing graduate programs were examined from August to September 2023 by browsing those schools’ websites. Although many graduate programs offer education-related classes, few of them make mandatory classes, and graduate students may have few opportunities to acquire educational knowledge.