Challenges and solutions in nurse practitioners’ work for interprofessional collaboration at rural community hospitals: The grounded theory approach

Ohta, Ryuichi; Maejima, Satoko

doi:10.1016/j.xjep.2021.100421

Cited by 6 publications

(8 citation statements)

References 20 publications

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“…Their opinions promoted a deeper consideration of patient care. ” Through discussion, learners can acquire different perspectives about patient care, which can improve the quality of patient care in rural hospitals [ 17 ].…”

Section: Resultsmentioning

confidence: 99%

“…One of the teachers stated: “ Other medical professionals were anxious about the bedside teaching because they were used to the [current] bedside teaching culture and anxious about the possibility of harmful results of bedside teaching. ” Nurses’ understanding of bedside teaching is essential because rural nurses care directly for patients and understand their unique characters [ 17 ]. In bedside teaching, medical teams often encounter various patients who require special communication methods because of delirium and problems such as hearing and eyesight impairments.…”

Section: Resultsmentioning

confidence: 99%

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Bedside Teaching in Rural Family Medicine Education in Japan

Ohta¹,

Sano

2022

IJERPH

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Bedside teaching is essential in family medicine education so that residents may learn about various clinical conditions and develop professional skills. In particular, bedside teaching is useful in a rural context because rural family medicine deals with a broad scope of biopsychosocial problems among older patients. Accordingly, based on an inductive thematic analysis, we propose a framework for bedside teaching in rural family medicine education, which consists of four themes: accommodation of different learners, near-peer learning, the change in engagement of medical teachers in bedside teaching, and driving interpersonal collaboration. Bedside teaching can promote interactions between different medical learners. Near-peer learning in bedside teaching compensates for the limited availability of educators and improves learners’ motivation for self-directed learning. Through bedside teaching, medical learners can observe each other and provide constructive feedback, thereby improving their relationships and learning. For effective bedside teaching, medical educators should facilitate learners and collaborate with other medical professionals. Additionally, bedside teaching should accommodate a variety of learners, facilitate near-peer and self-directed learning, educators’ involvement based on cognitive apprenticeship, along with interprofessional collaboration with nurses. Interprofessional collaboration between rural family medicine teachers, learners, and nurses may improve the quality of patient care due to the increased understanding between patients and other medical staff in hospitals.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Bedside Teaching in Rural Family Medicine Education in Japan

Ohta¹,

Sano

2022

IJERPH

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“…Furthermore, it is well known that multidisciplinary team collaboration is beneficial worldwide [ 45 ]. As this research and another study showed, the Japanese NP approach is effective for multidisciplinary collaboration and may be applicable in countries where healthcare requirements are complex [ 46 ]. Regarding international contexts, Japanese NPs should develop competencies that fit NP roles in different clinical settings.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Competencies of Japanese Expert Nurse Practitioners: A Thematic Analysis

Igarashi

Ohta²,

Kurita

et al. 2021

Healthcare

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Nurse practitioners (NPs) provide medical care equivalent to that of physicians and facilitate access to healthcare. Although Japan’s first NP graduated in 2010, how Japanese expert NPs work effectively in clinical contexts is yet to be investigated. We aimed to identify the competencies that make expert NPs in Japan effective. Twelve Japanese expert NPs were purposely selected. The average age of the participants was 44.8 years, average NP experience was 7.5 years, and eight participants were women. Semi-structured interviews were conducted online from March to May 2021. Interviews were recorded, transcribed verbatim, and analyzed using thematic analysis. Thematic analysis revealed five themes: working in physicians’ contexts, interprofessional collaboration, involvement in nurses’ work, contribution to healthcare, and personal qualities for effective working. Japanese expert NPs can function effectively in clinical settings by flexibly and humbly collaborating with other medical professionals who have autonomous positions. They can improve the quality of healthcare by proposing practical solutions to problems faced by patients and medical organizations. These explored competencies can be applied to other aging and more complex societal contexts, and in updating the required competencies of Japanese NPs.

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“…These stakeholders were chosen for their diverse perspectives and experiences, which are crucial for understanding the multifaceted nature of APNs in rural settings [14]. Their involvement ensured that a comprehensive understanding of nursing practice's clinical, educational, and administrative aspects informed the curriculum development [15]. In total, 16 participants agreed to participate in semisemi-structured interviews.…”

Section: Setting and Participantsmentioning

confidence: 99%

Applying Advanced Practice Nurses in Rural Japan: A Mixed-Methods Perspective

Ohta,

Maejima,

Sano

2024

Cureus

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IntroductionRural hospitals, particularly those in geographically isolated regions like Shimane Prefecture, Japan, face significant healthcare delivery challenges. These include limited resources, an aging population, and a scarcity of healthcare professionals. Advanced practice nurses (APNs) have emerged as pivotal in addressing these gaps, offering specialized patient assessment, diagnosis, and management skills. This study aimed to evaluate the demand for APNs in rural community hospitals, focusing on the specific educational needs and clinical competencies required to improve healthcare outcomes in these settings. MethodEmploying a mixed-methods approach, this research combined qualitative insights from stakeholder interviews with quantitative data analysis of electronic health records (EHRs) at Unnan City Hospital. This sequential exploratory design aimed to capture comprehensive educational needs and outcomes, integrating the depth of qualitative data with the breadth of quantitative evidence to tailor a curriculum for APNs in rural healthcare contexts. ResultsThe study revealed a critical demand for APNs skilled in managing common medical issues in rural settings, such as infections, circulatory failures, and respiratory problems. Stakeholder interviews highlighted the necessity for a curriculum that enhances clinical competencies and emphasizes soft skills like communication and leadership. An analysis of EHRs identified 21 specific diseases across six categories, underlining the importance of targeted education on these prevalent conditions. ConclusionThe findings underscore the urgent need for specialized education programs for APNs in rural hospitals to address these communities' unique healthcare challenges. Developing a curriculum that focuses on clinical and soft skills essential for rural healthcare delivery can significantly enhance the quality of care. This study advocates for implementing such tailored educational programs to empower APNs, thereby contributing to healthcare equity and improving patient outcomes in rural settings.

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Challenges and solutions in nurse practitioners’ work for interprofessional collaboration at rural community hospitals: The grounded theory approach

Cited by 6 publications

References 20 publications

Bedside Teaching in Rural Family Medicine Education in Japan

Bedside Teaching in Rural Family Medicine Education in Japan

Exploring the Competencies of Japanese Expert Nurse Practitioners: A Thematic Analysis

Applying Advanced Practice Nurses in Rural Japan: A Mixed-Methods Perspective

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