Predictive factors of coronavirus disease (COVID-19) vaccination series completion: a one-year longitudinal web-based observational study in Japan

IntroductionAddresing vaccine hesitancy is considered an important goal in management of the COVID-19 pandemic. We sought to understand what factors influenced people, especially those initially hesitant, to receive two or more vaccine doses within a year of the vaccine’s release.MethodsWe conducted longitudinal Web-based observational studies of 3,870 individuals. The surveys were conducted at four different time points: January 2021, June 2021, September 2021, and December 2021. In the baseline survey (January 2021), we assessed vaccination intention (i.e., “strongly agree” or “agree” [acceptance], “neutral” [not sure], and “disagree” or “strongly disagree” [hesitance]), and assumptions about coronavirus disease (COVID-19), COVID-19 vaccine, COVID-19-related health preventive behavior, and COVID-19 vaccine reliability. In subsequent surveys (December 2021), we assessed vaccination completion (i.e., ≥2 vaccinations). To investigate the relationship between predictors of COVID-19 vaccination completion, a multivariable logistic regression model was applied. Adjusted odds ratios (AORs) and 95% confidence intervals (CIs) were calculated while adjusting for gender, age, marital status, presence of children, household income category, and presence of diseases under treatment. In a stratified analysis, predictors were determined based on vaccination intention.ResultsApproximately 96, 87, and 72% of those who demonstrated acceptance, were not sure, or hesitated had been vaccinated after 1 year, respectively. Overall, significant factors associated with COVID-19 vaccine compliance included the influence of others close to the index participant (social norms) (AOR, 1.80; 95% CI, 1.56–2.08; p < 0.001), vaccine confidence (AOR, 1.39; 95% CI, 1.18–1.64; p < 0.001) and structural constraints (no time, inconvenient location of medical institutions, and other related factors) (AOR, 0.80; 95% CI, 0.70–0.91; p = 0.001). In the group of individuals classified as hesitant, significant factors associated with COVID-19 vaccine compliance included social norms (AOR, 2.43; 95% CI, 1.83–3.22; p < 0.001), confidence (AOR, 1.44; 95% CI, 1.10–1.88; p = 0.008), and knowledge (AOR, 0.69; 95% CI, 0.53–0.88; p = 0.003).DiscussionWe found that dissemination of accurate information about vaccines and a reduction in structural barriers to the extent possible enhanced vaccination rates. Once the need for vaccination becomes widespread, it becomes a social norm, and further improvements in these rates can then be anticipated. Our findings may help enhance vaccine uptake in the future

Students\u27 Trends in the Selection / Prioritization of Nursing Diagnoses and Challenges of Case Presentation - An Analysis of Lists of Problems Created in Case Studies -

As a method to practice nursing process development, we provide guidance for students to perform a series of steps from assessment, diagnosis, planning, and implementation to evaluation using case studies. This study analyzed nursing diagnoses selected and prioritized by students, focusing on their lists of problems. Nursing diagnoses are defined and disseminated by the North American Nursing Diagnosis Association (NANDA-I). Such diagnoses are presented in the 10th original version of the NANDA-I Nursing Diagnoses: Definitions and Classification 2015-2017, developed by the association to unify interpretations based on identical nursing diagnoses. They are reviewed once every three years. In this system, nursing diagnoses are selected from 13 domains, and a list of problems is created, giving priority to life-threatening conditions, those requiring emergency management, and those in which problems are clearly (actually) present, in this order, in general. Students without clinical experience tend to face difficulty in appropriately selecting and prioritizing nursing diagnoses in case studies. This study compared nursing diagnoses and priorities entered by students and teaching staff in lists of problems used for case studies. The former showed a tendency to select nursing diagnoses with a focus on the advanced age of patients. On prioritizing nursing diagnoses, they faced difficulty in accurately recognizing the influences of symptoms on the body, possibly due to their insufficient understanding of pathologic physiology

Differences in the level of students\u27 achievement in the implementation of nursing procedures between two hospitals in which they are and are not granted the right of access to an electronic medical record system

Students underwent a training class, Basic Nursing Training II, at three health care institutions for two weeks (90 hours). Electronic medical record systems had been adopted by two of the institutions. Hospital A, one of the two system-adopting institutions, had issued individual students with IDs and passwords, and they had free access to the electronic medical record system. On the other hand, since Hospital B had not issued the students with IDs and passwords, they had no free access to the system and had to ask a nurse each time they needed to view the electronic medical record system. A comparison of the two institutions was conducted, revealing significant differences in the time required to collect information and achievement levels in the nursing training class

Study of effective learning method of home nursing image that nursing students have

Regarding the positioning of home nursing care in basic nursing education, "home nursing care" was added to basic nursing education in response to an "Interim report of the investigative commission for improvement of curriculums, etc, regarding the training of nursing staff" in 1996. Then, with an indication that it is important to promote home-visit nursing that supports home-care patients and to secure nursing staff responsive to the advancement of medical care, home nursing care was positioned in an "integrated field" along with the suggestion of a "Report of the investigative commission for improvement of nursing basic education" in 2007. Nursing education is diverse and covers an integrated field. An "Investigation on the integrated field and home nursing care education" of Tanigaki et al. of 2008 indicated that the integrated field was created for the provision of nursing care similar to bedside nursing care, and each university exploited its characteristics in creating subjects nurturing the ability to practice nursing care, so that there is a wide variety of subjects. Home nursing care aims to provide education in anticipation of the cultivation of human resources capable of assuming a role in nursing care in regional societies in the future. In relation to the subject lineup in the integrated field and public health nursing, a clear image is required to learn home nursing care. Pointing out that nursing students are unlikely to have images of home nursing care, Yoshikawa et al. compared students before and after home nursing care practice to assess their changes. Hishitani also pointed out that, Strong capacity to imagine regarding an image and the capacity to imagine a weak capacity low unifying power. On the basis of the study results of Yoshikawa et al. we clarified the images that nursing students have to understand the subject so as to obtain suggestions beneficial for developing a teaching method and improving teaching materials. We investigated the images of home nursing care of 95 participants who were nursing students at the same university. As a result of analysis, six categories were obtained as their images of home nursing care. These categories were: [home nursing care subjects], [places and measures for home nursing care], [roles and tasks in home nursing care], [relationships with family members and related persons], [qualities required for home nursing care], and [characteristics of home nursing care]. As for the home nursing care subjects, heath stages and daily life conditions were extracted and the students had images of concerning the terminal phase, cancers, a bedridden state, persons with a low ADL, etc. Concerning the roles and tasks in home nursing care, the students imagined various roles and tasks such as treatment/medical care, daily life aid, assistance for families, etc. Furthermore as for the attitudes and abilities required for home nursing care, a wide variety of abilities and required attitudes were extracted, such as cooperation with many different types of procession communication, judgment, knowledge, the patient coming first, respecting their will, etc. As for the characteristics of home nursing care, the students had images of daily life advantages, the care burden, and dilemmas of nurses. Regarding developing and improving learning in order to expand and develop the images of home nursing care that the nursing students had, the following four items were suggested: 1. Emphasizing characteristics of subjects by ages, diseases, disorders, and home care conditions, 2. Associating the understanding of social resources for home-care patients to live at ease with team medical care and cooperation, 3. Intervening so that students can identity roles of home nursing care in both medical care and daily life, and 4. Necessity of associating characteristics of home nursing care with accidents in the home and with risk management

Students\u27 Learning of the Home Nursing Process Using Case Studies

In order to appropriately use case studies for learning, it is necessary for teaching staff to create contents that enable students to obtain standardized, consistent, and similar experiences. On the other hand, students are expected to learn about information classification and the thought process from understanding the aims of and grounds for support, as well as its relationships, to resolving problems. The present study examined students\u27 learning of the home nursing process and the contents of 4 cases presented to them, as shown in Tables 1 and 2. On analyzing the contents to determine more effective methods of learning and practice using a limited number of cases, the necessity of developin

Research Activities in the Department of Nursing

Research activity at the Department of Nursing is overviewed from the point of research topics, the theme of the projects admitted for grant from the Ministry of Education and Science of Japan, and expected research topics, trying to clarify the needs and challenges of the Department from multilateral aspects in future research activities. The Department of Nursing, Aino University is currently divided into the five areas and further into 12 fields. On the other hand, according to the Scientific Research Grant Program (2015 fiscal year), the research topics in nursing science is subdivided into the five areas; a) basic nursing, b) clinical nursing, c) lifelong developmental nursing, d) elderly nursing, and e) community health nursing

S-(1,2-Dicarboxyethyl)glutathione and S-(1,2-Dicarboxyethyl)L-cysteine in Lens

Peer Reviewe

Acceptance of Booster COVID-19 Vaccine and Its Association with Components of Vaccination Readiness in the General Population: A Cross-Sectional Survey for Starting Booster Dose in Japan

The Japanese government approved COVID-19 vaccine booster doses in November 2021. However, intentions and readiness for booster vaccines among the general population were unknown. This survey measured the intentions for COVID-19 booster vaccination. Among 6172 participants (53.2% female), 4832 (78.3%) accepted booster doses; 415 (6.7%) hesitated. Vaccination intention was associated with higher age, marital status, having children, underlying diseases, and social norms. To evaluate the readiness for vaccination, the seven component (7C) vaccination readiness scale was employed, comprising “Confidence”, “Complacency”, “Constraints”, “Calculation”, “Collective responsibility”, “Compliance”, and “Conspiracy”. Participants with acceptance showed significantly higher 7C scores (p < 0.001) than those who hesitated or were unsure. Multivariable logistic regression analysis revealed that the “social norms” predictor was the strongest predictor of acceptance (adjusted odds ratio (AOR) 4.02, 95% confidence interval (CI): 3.64–4.45). “Constraints” (AOR: 2.27, 95% CI: 2.11–2.45) and “complacency” (AOR: 2.18, 95% CI: 2.03–2.34) were also strongly associated with acceptance, but “compliance” (AOR: 1.24, 95% CI: 1.18–1.31) and “conspiracy” (AOR: 1.42, 95% CI: 1.33–1.52) were weakly associated. The “7C vaccination readiness scale” is useful for measuring vaccine acceptance in the Japanese population. However, “social norms” might be more suitable than “compliance” and “conspiracy” for measuring vaccine acceptance in Japan

Comparison of CLEIA and ELISA for SARS-CoV-2 Virus Antibodies after First and Second Dose Vaccinations with the BNT162b2 mRNA Vaccine

The global severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic has required rapid action to control its spread and vaccines are a fundamental solution to this pandemic. The development of rapid and reliable serological tests to monitor the antibody response to coronavirus disease vaccines is necessary for post-vaccination immune responses. Therefore, in this study, anti-SARS-CoV-2 antibody titers after the first and second doses were monitored using two different measurement systems, a highly sensitive analytical platform of chemiluminescent enzyme immunoassay (CLEIA) and an enzyme-linked immunosorbent assay (ELISA). Our study included 121 participants who received two doses of the BNT162b2 vaccine. Both methods show significant increase in anti-spike protein IgG antibody levels one week after the first vaccination, and then reached at a plateau at week five (week two after the second dose), with a 3.8 × 103-fold rise in CLEIA and a 22-fold rise in ELISA. CLEIA and ELISA showed a good correlation in the high titer range, >10 binding antibody unit (BAU)/mL. Both methods detected higher IgG antibody levels in females compared with male participants after the second vaccination, while CLEIA exhibits the sex difference after the first dose. Thus, our study showed better performance of CLEIA over ELISA in sensitivity, especially in the low concentration range, however ELISA was also useful in the high titer range (>10 BAU/mL) corresponding to the level seen several weeks after the first vaccination

Table_1_Predictive factors of coronavirus disease (COVID-19) vaccination series completion: a one-year longitudinal web-based observational study in Japan.DOCX

IntroductionAddresing vaccine hesitancy is considered an important goal in management of the COVID-19 pandemic. We sought to understand what factors influenced people, especially those initially hesitant, to receive two or more vaccine doses within a year of the vaccine’s release.MethodsWe conducted longitudinal Web-based observational studies of 3,870 individuals. The surveys were conducted at four different time points: January 2021, June 2021, September 2021, and December 2021. In the baseline survey (January 2021), we assessed vaccination intention (i.e., “strongly agree” or “agree” [acceptance], “neutral” [not sure], and “disagree” or “strongly disagree” [hesitance]), and assumptions about coronavirus disease (COVID-19), COVID-19 vaccine, COVID-19-related health preventive behavior, and COVID-19 vaccine reliability. In subsequent surveys (December 2021), we assessed vaccination completion (i.e., ≥2 vaccinations). To investigate the relationship between predictors of COVID-19 vaccination completion, a multivariable logistic regression model was applied. Adjusted odds ratios (AORs) and 95% confidence intervals (CIs) were calculated while adjusting for gender, age, marital status, presence of children, household income category, and presence of diseases under treatment. In a stratified analysis, predictors were determined based on vaccination intention.ResultsApproximately 96, 87, and 72% of those who demonstrated acceptance, were not sure, or hesitated had been vaccinated after 1 year, respectively. Overall, significant factors associated with COVID-19 vaccine compliance included the influence of others close to the index participant (social norms) (AOR, 1.80; 95% CI, 1.56–2.08; p DiscussionWe found that dissemination of accurate information about vaccines and a reduction in structural barriers to the extent possible enhanced vaccination rates. Once the need for vaccination becomes widespread, it becomes a social norm, and further improvements in these rates can then be anticipated. Our findings may help enhance vaccine uptake in the future.</p