Today, the patient's needs for medical care and services have become diversified and medical information spreads widely and swiftly at that. In these circumstances, nurses are strongly expected to further develop their faculties of nursing and appropriately responding to the patient's emotional state. To nurture capable nurses, it is neccessary to establish an adequate training and performance evaluation system.In 2002, we had a chance to participate in the planning of “the Mie prefectural enterprise for continuous nurse education and appropriate nursing staff arrangement”. Based on this experience, we made a guideline for continuous nurse education, practice manual and an appraisal table for each rank.Meanwhile, The Mie Prefectural Federation of Agricultural Cooperatives for Health and Welfare, was studying a faculty appraisal system for all staffs. We started our nurse education program incorporating this system.Our nurse education program is made up of five ability-areas, that is, (1) nursing practice, (2) education to the lower class nurse and research, (3) human-relationship achievement, (4) nursing team management and (5) risk management.The outcome of this program was examined by the appraisal committee according to the improvement level in nursing abilities (including both skills and sensibility).
Nurses ; nursing therapy ; educational ; Career Development ; seconds

PURPOSE: Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students. METHODS: This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey. RESULTS: The career coaching stages were defined as three big phases: The career coaching stages were defined as the "crystallization" period (Pre-medical year 1 and 2), "specification" period (medical year 1 and 2), and "implementation" period (medical year 3 and 4). CONCLUSION: The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level.
*Career Choice ; *Education, Medical, Undergraduate ; Education, Premedical ; Female ; Humans ; Male ; Medicine ; *Mentoring ; *Program Development ; *Students, Medical