Research Trends in Psychiatric Nursing in Japan

Educational Implications and Visualization Based on a TextMining Analysis

Abstract

This study aimed to visualize research trends in psychiatric nursing in Japan by analyzing original articles published between 1997 and 2025. Using Ichushi Web,856 original articles were retrieved with the keyword “psychiatric nursing,” and their titles were analyzed. KH Coder 3 was used for cooccurrence network analysis, chronological correspondence analysis, and self-organizing map analysis. Frequently appearing terms included “nursing,” “mental,” “clinical practice,” “student,” “education,” and “guidance.” The cooccurrence network showed that educational research centering on clinical experience and instruction was predominant.
Chronological correspondence analysis indicated that the period from 1997 to 2007
represented the introductory stage of psychiatric nursing education, 2008 to 2013 was
characterized by the enhancement of clinical instruction, 2014 to 2019 by learner centered
educational approaches, and 2020 to 2025 by the diversification of teaching materials and educational methods. The self-organizing map identified four clusters: educational practice, social support, understanding and practice, and educational evaluation/material development. These findings suggest that psychiatric nursing research in Japan has shifted toward learner centered pedagogy, diversification of teaching materials and methods, visualization of learning, and quality assurance in education. In particular, the linkage among “experience,” “understanding,” and “practice” was considered compatible with the philosophy of competency-based education (CBE), while the proximity of terms such as “teaching materials,”
“utilization,” “practice,” and “consideration” suggested a possible affinity with digital
transformation in education.