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ISBN: 978-972-8939-25-0 © 2010 IADISThe Identification of one’s own technical procedures in this e-learning system is shown Figure 3. Nursingstudents can study the right technical procedures by checking radio button in this phase.A major feature of the system is that it can synchronize and display two images from the beginning ofnursing skills. This screen layout is shown Figure 4. A learner answers the presented questions by comparingtheir own technical images with the nurse’s model technical images on the system. Therefore, the learner putsthat awareness (tactic knowledge) in writing and expresses it (formal knowledge), instead of learning itintuitively by viewing images. The result is that reflective learning is done during the expression process. Wealso added a PDF file output function to use reflected results. Figure 5 presents an example of outputtedreport.Figure 4. The screen of comparing images and inputtingawarenessFigure 5. The example of outputted report4. CONCLUSIONThis study clarified the differences between “knacks” of intravenous injection skills perceived by nurses andthose by nursing students. Based on their characteristics, we developed an e-learning system for beginners tosupport self-learning of nursing skills. Learning effects attributable to the system will be examined in futurestudies.ACKNOWLEDGEMENTThis study supported by Grants-in-Aid for Scientific Research (B) at Ministry of Education, Culture, Sports,Science and Technology in Japan (19390548).REFERENCES1) Vincent DS., et al., 2003, Interactive nursing skills training using advanced networked technology,J Telemed Telecare,Suppl 2, pp.S68-70.2) Yukie M., et al., 2009, Development of ubiquitous on demand study support environment for nursing students,Human-Computer Interaction. Interacting in Various Application Domains Lecture Notes in Computer Science, Vol.5613/2009, pp.149-155.402