Factors related to administrative abilities of nurse administrators – focusing on confidence in nursing

Purpose: This study aims to identify factors related to the administrative abilities of nurses in education programs for nurse administrators. Methods: We distributed a selfrating questionnaire survey to 1291 nurse administrators in positions equivalent to head nurse in 69 participating hospitals among the 172 hospitals with 300 beds or more in the Kanto and Tokai regions of Japan. The surveyed items are ability in nurse administration, demographic characteristics, and workplace environment. Results: We received 984 (76.2%) responses. Excluding responses that included two or more choices to a question and where there was no response to questions of gender and administrative abilities, this left 880 (68.2%) responses which were considered valid and these were included in the further analysis. We performed a multiple regression analysis with the focus on confidence in nursing. Here, the nurse administrators who showed better administrative abilities reported that ‘I am decisive’, ‘My judgment in nursing is appropriate’, ‘I read books about new nursing and medical care developments’, ‘I can demonstrate my ability in this job’, ‘I fulfill my responsibilities to achieve goals in accordance with my beliefs’, ‘The present ward (department) has an active atmosphere that makes work enjoyable’, and ‘I work with an awareness of work-life balance (WLB)’. Nurse administrators who showed poorer administrative abilities reported that ‘I became less kind to people since I became a nurse’. Conclusion: The findings suggest that nurse administrators who are confident in themselves and their decision making abilities, who fulfill their responsibilities in accordance with their beliefs, who think their workplace culture is good, and who work with an awareness of WLB may have better administrative abilities. In addition, nurse administrators with low cynicism (developing negative attitudes) scores, a subscale of the burnout score, appear to have better administrative abilities. Education programs for nurse administrators need to Vol.4 No.1, May-2019include support that enables nurse administrators to work reliably with an awareness of WLB, in the efforts to improve the workplace environment, and ensure that they are prevented from developing cynical attitude

Causal Model of Work Engagement among Registered Nurses and Licensed Practical Nurses Working in Long-Term Care Contexts in Japan

The objective of this study was to determine a causal process underlying work engagement, in which individual resources (i.e., resilience) and job resources influence work performance, mediated by work engagement in different types of nurses working in long-term care contexts. We investigated a work engagement causal model in which individual and job resources were set as antecedent factors, work engagement as a mediating factor, and work performance as the outcome, to clarify differences between registered nurses (RNs) and licensed practical nurses (LPNs) working in long-term care contexts. We conducted a questionnaire-based survey with 1,786 Japanese nurses working in long-term care contexts in the Tohoku region. Using 1,269 respondents, we examined the causal model using structural equation modeling (SEM) and multiple population analysis to compare between RNs and LPNs. The results revealed a process whereby individual and job resources influenced work performance, mediated by work engagement, in RNs. In other words, greater individual and job resources enhance pride in work and positive emotion (i.e., work engagement), and greater positive emotion improves work performance. This process was not equivalent in LPNs. In LPNs, the most significant factor affecting work performance was the direct effect of job resources; moreover, the mediating effect of work engagement was not supported. The results demonstrated that in order to improve performance among LPNs working in long-term care contexts, it is important to provide job resource support, as well as to facilitate positive emotion through pride in one’s work

Impact of a Booklet about Diabetes Genetic Susceptibility and Its Prevention on Attitudes towards Prevention and Perceived Behavioral Change in Patients with Type 2 Diabetes and Their Offspring

Background. Offspring of type 2 diabetic patients are at a high risk of type 2 diabetes. Information on diabetes genetic susceptibility and prevention should be supplied to the offspring. Methods. A six-page booklet on diabetes genetic susceptibility and prevention was distributed to 173 patients who ere ordered to hand it to their offspring. The patients answered a self-administered questionnaire on booklet delivery and attitudinal and behavioral changes toward diabetes and its prevention in themselves and their offspring. Results. Valid responses were obtained from 130 patients. Forty-nine patients had actually handed the booklet. Booklet induces more relief than anxiety. From the patient's view, favorable attitudinal and/or behavioral changes occurred in more than half of the offspring who were delivered the booklet. Conclusion. The booklet worked effectively on attitudes and behaviors toward diabetes and its prevention both in patients and their offspring. However, the effectiveness of patients as information deliverers was limited

慢性期患者事例を用いた看護過程演習の効果と課題―複数の患者事例導入の試み―

複数の慢性期患者事例を用いた看護過程演習を，グループ学習形式で実施し，質問紙調査と学生の提出物の分析 から効果を検討した．A 大学の看護学科2年生83名を対象とし，74名から回答を得た（回答率89.2％）．演習で学生 が学んだことは【疾患に関する知識】，【看護過程の展開方法や看護援助内容】，【慢性疾患やがんの患者の特徴や看 護援助の考え方】，【グループ学習の効果や重要性】，【他のグループ発表を聞くことによる自分とは違う意見がある ことへの気づき】，【同じ事例のグループ学習結果を比較することによる新たな気づき】等が挙げられた．学生の大 部分はグループメンバーと協力できたと回答しており，その内容は【グループでの役割や作業を分担して進めるこ と】，【意見を出して話し合うこと】，【グループ学習の時間に集まること】等だった．演習でわからなかったことや 難しかったことは，【疾患や治療の理解】，【看護過程の展開方法】，【患者の個別性の理解】，【グループでの協力】 が挙がった．さらに8割以上の学生が演習は役に立つ，満足と回答していた．しかし教員が設定した目標診断と実 際に抽出した看護診断が50％以上合致したのは半数弱のグループだった．演習について学生自身は，学生同士の協 力や問題解決能力の向上，看護過程の展開方法や看護方法の理解に効果があると認識していたが，提出物の分析か らは課題が多いことが明らかになった．A nursing training process was conducted in a group-learning format using several chronic-phase patients as examples. The effectiveness of the training was examined on the basis of an analysis of materials submitted by students and a questionnaire. A total of 74 out of 83 second year nursing students of A university responded (response rate, 89.2％ ). The training taught students“ knowledge about diseases,”“ methods of developing nursing processes and nursing support,”“ characteristics of patients with chronic disease or cancer and approaches to nursing support,”“ effectiveness and importance of group learning,”“ awareness of different opinions that can be judged by listening to presentations by other groups,” and“ new realizations can be achieved by comparing the outcomes of group learning about the same case.” The majority of students responded that they could cooperate with group members, including“ progressing by accepting one’s role within the group and sharing responsibilities,”“ voicing and discussing opinions,” and“ finding time for group-learning sessions.” Difficulties and confusions during the training included“ understanding diseases and their treatments,”“ developing nursing processes,” “understanding patient individuality,” and“ group cooperation.” Furthermore, more than 80％ students responded that the training was useful and that they were satisfied. However, more than 50％ of the nursing diagnoses made by the students were consistent with the nursing diagnoses made by the teaching staff for <50％ students. The students themselves found that the training improved cooperation with their peers and their problem-solving abilities. The students also noted an effect on their understanding of the nursing process development and nursing methods. However, many problems were identified from the analysis of the submitted material

成人慢性期看護過程演習の長期的学習効果 : 臨地実習後の学生の認識からの評価

A 大学看護学部3年次79名を対象に，2年次で実施した慢性期患者事例を用いた看護過程演習の臨地実習に対する 効果を検討するため，実習終了時に自記式質問紙調査を行った．74名の学生から回答を得た（回答率93.7%）．看護 過程演習が実習で有用だったと認識していた学生は83.8% だった．看護過程演習の実習への有用性に関して，学生 が記述した内容の意味を反映するように要約，抽象化してコードを作成し，意味内容の類似性，相違性からカテゴ リーを作成した．学生の記載は【看護過程の展開方法】が最も多く，他に【慢性疾患やがんの患者の特徴や看護援 助の考え方】や【グループ学習の効果や重要性】などのカテゴリーが抽出できた．さらに実習終了時点での看護過 程演習の評価として，8割強の学生が看護過程演習は今後の実習や卒業後に役に立つ，8割弱の学生が演習は満足と 回答していた．したがって，看護過程演習の学習効果は，臨地実習においても認められることが示唆された．今後 の看護過程演習に対する改善意見内容では，【患者事例情報に既往歴や合併症を追加して個別性をだすこと】，【演 習方法の工夫】などのカテゴリーを抽出できた．今後は今回の学生の主観的評価だけでなく客観的評価も加え，慢 性期看護領域における，より効果的な看護過程演習の教授方法について，検討していく必要がある．A self-administered questionnaire survey was conducted after subjects, comprising 79 third-year students of the Department of Nursing of University A, and completed second-year clinical training involving nursing process practicum using chronic cases in order to investigate the effects of the clinical training.　Responses were received from 74 students (response rate: 93.7%).　A total of 83.8% of students perceived that the nursing process practicum was useful as practical training.　Answers provided by students were summarized to reflect semantic content regarding the usefulness of nursing process practicum for practical training and then abstracted.　Categories were created based on similarities and differences in semantic content.　 The most common category in students' responses was nursing process development methods. Other categories included characteristics of chronic disease and cancer patients and concept of nursing support. and the effects and necessity of group learning. When evaluating nursing process practicum upon training completion, over 80% of students answered that nursing process practicum would be useful for future practical training and after graduation, and just under 80% responded that they were satisfied with the practicum.　Therefore, the results suggested that the learning effects of nursing process practicum are also apparent in actual clinical practice.　Categories such as adding individuality to patient case data with medical history and complications and making adjustments to practicum methods indicated areas for improvement in nursing process practicum.　In the future, in addition to subjective evaluations by students, objective evaluation needs to be conducted to investigate more effective teaching methods for nursing process practicum in the field of chronic nursing

Coping Behaviors and Collaboration among Staff of Multiple Occupation Classifications during Norovirus

In December 2012 a norovirus infection outbreak occurred in the Orthopedic Surgery Ward of Hospital A in Japan. This study aims to establish details of coping behaviors used by nurses, physicians, physiotherapists, and pharmacists of the facility, and examine the issues involved in infection control by team collaboration as well as the ways employed to deal with the infections. Participants in this study were thirty-seven medical professionals who were working in the Orthopedic Surgery Ward of Hospital A at the time the infection outbreak occurred, and who were still working there when the interviews were conducted. Interviews were conducted from January to April 2015, and the data from the interviews were analyzed using the “Trend Search 2008” text mining software. As a result of the analysis it was found that the nurses primarily communicated information by passing messages to the nurses who took over the duty at shift changes, but did not pass on the information to staff in other occupations or to the ward as a whole. The nurses clearly remembered that the ward was closed and it was a difficult experience, but did not remember details of the patients they were in charge of. The physicians clearly remembered individual patients they were in charge of, but they were not aware of the situation and state throughout the ward. The findings suggest that this difference is due to the differences in the occupational nature and sense of values of the staff involved. It is also found that physiotherapists did not feel a sense of crisis about the norovirus outbreak because they felt the patients in the ward appeared to be in better condition than patients in other wards, and that pharmacists lacked communication with staff in other occupations because they usually have heavy workloads. In concept mappings of physicians, physiotherapists, and pharmacists, the keyword places in the center of the maps, and is linked to and . Because the nurse plays a central role to report information among the four occupations, nurses should be aware of and assigned to play the role to coordinate team collaboration

Effects of the acute and chronic restraint stresses on the central histaminergic neuron system of Fischer rat

pdf Title: Effects of the acute and chronic restraint stresses on the central histaminergic neuron syste