Category	Subcategory	Specific Examples
Teaching methods and constraints	Improvement of teaching methods (8)^a	Lectures by lecturers with high expertise.
		Learn lecture content in depth onsite, not online.
		To help children understand the world they are experiencing, and to construct teaching materials and educational methods for this purpose.
		Education that incorporates practicum.
		Multiple case understanding and care review are handled in the same unit and shared with the entire class.
		Thinking by example, use of various media such as film and YouTube.
		Conducted child rights conferences with clinical experts.
		Careful selection of content to be covered specifically in pediatric nursing. Engagement and guidance to carefully connect what is learned in lectures with what is learned in practical training.
	Take time to cover bioethics in class and practice (3)	To cover as much as possible in class or practice, even if you don’t have time.
		Want to share with the clinical staff but cannot do so because of the length of the conference. Want to be involved in ward cases but cannot go to the wards in a timely manner.
		To educate in classroom and practical training with an awareness of children’s rights (currently there is not much awareness of bioethics).
What to communicate	Communicating about respect for the will and rights of the child (4)	Want to tell them that living is a child’s right to be respected, but that it has been put on the back burner because of parental wishes.
		That the child’s wishes can be respected and that their health is protected, and the family should be supported in a better direction.
	To convey the importance of continuing to think (3)	Bioethics is something we will continue to think about as we continue our nursing careers. Want to be involved in classes and practical training in a way that will make people continue to think about it and be interested in it.
		Nurses often find themselves caught up in the demands of their work, attempting to justify their actions with the belief that “the best for the child equals efficient medical care”. Hope that nurses take a moment to pause and reflect, questioning whether their actions truly align with the best interests of the child.
		To continue to think about what it means for the child, for the family, and for the medical professionals around them.
Students’ own growth	Fostering ethics and thinking skills (3)	To communicate about medical care, end of life, restraints, and other questions that should be asked in the development of ethics.
		To consider nursing ethics from the perspective of not only bioethics but also nursing ethics, and to help students think about the role that nursing takes in team medicine.
		Classes that allow each student, with little experience in the field, to think about the subject matter as their own. Creating opportunities to make students think in exercises and practical training situations.
Others	Other (3)	Considerations for students (e.g. recalling past experiences).
		Basic education is not enough; clinical education is needed.