Generative artificial intelligence (AI) is arriving in high-stakes assessment; however, governance, validity evidence, and faculty readiness remain uneven. From a Taiwan-Japan perspective, we outline a pragmatic, transferable approach to integrating AI into nursing objective structured clinical examinations (OSCEs) using a 5-AI-role model—learning assistant, AI‑augmented standardized patient, assessment assistant, case generator, and learning analyst—mapped across pre-OSCE, peri-OSCE, and post-OSCE workflows with human-in-the-loop final judgment. Taiwan contributes agile interdisciplinary development, staged pilots (practice, mock OSCE, and limited high-stakes stations), A/B comparisons, and explainability-by-design logging that links scores to time-stamped evidence. Japan contributes robust policy scaffolding (national AI use guidance in K-12, a revised nursing model core curriculum with outcomes and assessment blueprints, and institutional research cultures that support auditability and quality assurance). We distill 4 cross-cutting governance pillars—human oversight, learning process transparency, ethics and safety, and traceability—into implementable techniques (machine-readable rubrics, standardized patient persona cards, bias monitoring, and targeted faculty development). Aligning with international principles (International Advisory Committee for AI; Organisation for Economic Co-operation and Development; United Nations Educational, Scientific and Cultural Organization; World Health Organization; European Commission’s High Level Expert Group; and National Institute of Standards and Technology), we propose a joint road map and shared registry to benchmark reliability, validity, equity, and workload impact. This viewpoint targets OSCE directors, nursing educators, and institutional leaders and provides a phase-gated governance blueprint rather than reporting original trial outcomes. Taiwan-led agility, complemented by Japan’s standards-driven assurance, can form an Asia-Pacific reference model for trustworthy AI‑augmented OSCE in nursing education.

Aim: To propose a nursing‐led pathway for safe task sharing in Japan to address population aging and workforce shortages. Methods: This Viewpoint outlines a practical route centering on five shared competency domains (decision‐making, safety management, communication, equipment operation, and troubleshooting) verified through interprofessional simulation. We describe a common competency credential (CCC) assessed via standardized scenarios, objective rating scales, and mastery thresholds. Results: A nursing‐led policy pathway would align education, credentialing, and financing via the national fee schedule. By embedding stop rules, clear supervision levels, and psychological safety, the approach addresses concerns regarding safety, legal accountability, and hierarchy in the Japanese context. Conclusions: With the 2024 fee schedule emphasizing team‐based care, nursing‐led interprofessional simulation and a CCC offer a feasible, evidence‐informed route to safer care, greater efficiency, and a more sustainable workforce.

This study aimed to translate the shortened Information Technology Attitude Scale for Health (ITASH) into Japanese and to evaluate its validity and reliability. The shortened ITASH was translated into Japanese, and a cross-sectional survey was conducted to assess its content validity and a confirmatory factor analysis was conducted to assess its construct validity. Internal consistency was estimated by determining Cronbach's alpha reliability coefficient. The study period was from July to September 2021. A total of 85 first-year nursing students responded to our survey based on the translated version of the shortened ITASH. Item-level content validity was confirmed by undergoing clarity evaluation. Multiple fit indices showed an acceptable fitting model. Cronbach's alpha reliability coefficient was 0.871, indicating acceptable internal consistency. The results suggest that the Japanese version of the shortened ITASH could be of excellent validity and reliability.

To clarify the current status of physical assessment education in Japan, this study analyzed publicly available syllabi from nursing universities. Syllabi from 299 member universities of the Japan Association of Nursing Universities were analyzed, and data on course classification methods, learning content, and practice methods were tabulated. The Body System Approach was the most common classification (used by 244 universities). Implementation rates were high for core systems like the respiratory system (98.0%) and cardiovascular system (95.2%), but lower for others, such as the otolaryngology system (41.5%). The use of simulation was noted in 21.4% of courses, and in 71.0% of syllabi, the role of the patient in practice exercises was not described. A discrepancy exists between the implemented content and the Model Core Curriculum for Nursing Education, which includes a wider range of systems. Furthermore, few syllabi described specific teaching methods, indicating that future curriculum revisions will require re-evaluation to ensure educational quality.

Aims: This study aimed to (1) compare nurse preceptors’ self‐evaluated clinical teaching behaviors between those with and without experience using the one‐minute preceptor model (OMP) and (2) identify factors associated with experience using the OMP among nurse preceptors. Methods: An anonymous cross‐sectional web‐based survey was conducted in Japan using Google Forms. Study invitations were distributed to nurse preceptors who supervised undergraduate nursing students during clinical placements through ward managers at 150 randomly selected hospitals. Teaching behaviors were assessed using 16 self‐evaluation items mapped to OMP microskills. Wilcoxon rank‐sum tests and chi‐square tests were used for group comparisons, as appropriate. Factors associated with experience using the OMP were explored using a multivariable logistic regression model with a limited number of predictors to reduce overfitting. Results: Data from 630 nurse preceptors were analyzed; 50 (7.9%) reported experience using the OMP. Preceptors with experience using the OMP reported significantly higher scores on 11 of 16 teaching behavior items. In multivariable logistic regression, higher ratings for “Sequenced instruction” (OR: 1.45, 95% CI: 1.13–1.88) and “Instruction that helps students’ self‐reflection” (OR: 1.22, 95% CI: 1.00–1.48) were positively associated with experience using the OMP, whereas “Instruction covering all necessary content” was inversely associated (OR: 0.77, 95% CI: 0.60–0.99). Conclusions: Nurse preceptors’ experience using the OMP was associated with higher self‐reported levels of structured and reflective teaching behaviors. Wider dissemination of the OMP and preceptor development initiatives may support efficient, learner‐centered clinical teaching; however, causal relationships cannot be inferred from this cross‐sectional study.